發(fā)布時(shí)間：2018-01-31 11:16

  本文關(guān)鍵詞： 范疇化釋義 語(yǔ)義韻 同義詞 五大學(xué)習(xí)詞典　出處：《廣東外語(yǔ)外貿(mào)大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：同義詞的詞義相似易混淆,一直是二語(yǔ)學(xué)習(xí)者習(xí)得的難點(diǎn)。然而,作為重要的參考工具,主流的英漢學(xué)習(xí)詞典對(duì)同義詞的釋義用詞雷同,區(qū)分度低,給用戶造成了查閱負(fù)擔(dān)。釋義是詞典的核心與靈魂,理應(yīng)更加準(zhǔn)確、簡(jiǎn)潔和系統(tǒng)。因此,本論文提出,在范疇化理論框架下對(duì)學(xué)習(xí)詞典的同義詞釋義模式進(jìn)行優(yōu)化,同時(shí)把語(yǔ)義韻作為區(qū)別同義范疇詞的特征之一。優(yōu)化的釋義旨在完善現(xiàn)有學(xué)習(xí)詞典中同義詞釋義的不足,進(jìn)而促進(jìn)二語(yǔ)學(xué)習(xí)者的詞匯習(xí)得。本文首先進(jìn)行了語(yǔ)料庫(kù)對(duì)比研究,揭示了本族語(yǔ)使用者與中國(guó)二語(yǔ)學(xué)習(xí)者的英語(yǔ)輸出中語(yǔ)義韻的區(qū)別,并討論了可能導(dǎo)致這種區(qū)別的原因。然后在美國(guó)當(dāng)代英語(yǔ)語(yǔ)料庫(kù)中分析研究對(duì)象,即能用語(yǔ)義韻特征區(qū)分的同義范疇詞,并得出這些同義范疇詞的語(yǔ)義韻特征。接著,在五大英漢學(xué)習(xí)詞典中相應(yīng)地找出這些同義范疇詞的釋義,并對(duì)釋義中的問題進(jìn)行歸納總結(jié)。最后針對(duì)釋義中的問題,提出在范疇化理論框架下對(duì)學(xué)習(xí)詞典中的同義詞的釋義進(jìn)行優(yōu)化并給出具體范例。本論文的主要發(fā)現(xiàn)有:1)中國(guó)英語(yǔ)學(xué)習(xí)者對(duì)詞匯語(yǔ)義韻特征認(rèn)識(shí)不足,英語(yǔ)輸出中出現(xiàn)不符合語(yǔ)義韻律的搭配,這種情況受母語(yǔ)負(fù)遷移、過(guò)度泛化、語(yǔ)言輸入不足的影響。2)通過(guò)大量的語(yǔ)料庫(kù)數(shù)據(jù)處理,得到能被語(yǔ)義韻特征區(qū)分的同義范疇詞,并對(duì)這些范疇詞進(jìn)行語(yǔ)義韻分析,發(fā)現(xiàn)語(yǔ)義韻在同義辨析中起到重要作用。3)五大主流英漢學(xué)習(xí)詞典對(duì)同義詞的釋義沒有突出區(qū)別特征,缺少系統(tǒng)性和規(guī)范性;針對(duì)能被語(yǔ)義韻特征區(qū)分的同義范疇詞,學(xué)習(xí)詞典的釋義又缺少必要的語(yǔ)義韻信息。4)針對(duì)現(xiàn)有學(xué)習(xí)詞典的釋義問題,本文提出了以語(yǔ)義韻為視角的同義詞范疇釋義,把語(yǔ)義韻特征作為同義詞的區(qū)別特征融入到釋義中。新的釋義可以幫助中國(guó)英語(yǔ)學(xué)習(xí)者更準(zhǔn)確地區(qū)分同義詞,同時(shí)也使學(xué)習(xí)詞典的釋義更加簡(jiǎn)潔、系統(tǒng)、規(guī)范。
[Abstract]:The similarity of synonyms is easy to be confused and has always been a difficulty for second language learners to acquire. However, as an important reference tool, the mainstream English-Chinese dictionaries have the same interpretation of synonyms. The interpretation is the core and soul of the dictionary, which should be more accurate, concise and systematic. In the framework of categorization theory, this paper optimizes the synonym interpretation model of the learning dictionary. At the same time, semantic prosody is regarded as one of the distinguishing features of synonymous category words. The optimized interpretation aims to perfect the deficiency of synonym interpretation in existing learning dictionaries. Firstly, a comparative study of the corpus is conducted to reveal the differences between native speakers and Chinese second language learners in the semantic prosody of English output. The paper also discusses the possible causes of this distinction, and then analyzes the research object in the contemporary American English corpus, that is, synonymous category words that can be distinguished by semantic rhyme features. The semantic prosody features of these synonyms are obtained. Then, the interpretation of these synonyms is found in the five English and Chinese learning dictionaries. And the interpretation of the problems are summarized. Finally, in view of the interpretation of the problems. This paper proposes to optimize the interpretation of synonyms in learning dictionaries under the framework of categorization theory and gives concrete examples. The main findings of this thesis are: (1) Chinese English learners have insufficient understanding of lexical semantic prosody features. The collocation of incongruous semantic prosody in English output is influenced by negative transfer of mother tongue, overgeneralization and insufficient input of language. 2) it is processed by a large number of corpus data. The synonymous category words which can be distinguished by semantic rhyme features are obtained, and the semantic rhyme analysis of these category words is carried out. It is found that semantic prosody plays an important role in synonymy discrimination. 3) the five major English-Chinese learning dictionaries have no distinctive features in the interpretation of synonyms, and lack of systematization and standardization. In view of synonymous category words which can be distinguished by semantic rhyme features, the interpretation of learning dictionary lacks the necessary semantic rhyme information. 4) aiming at the interpretation of the existing learning dictionary. This paper puts forward the definition of synonym category from the perspective of semantic prosody. The new interpretation can help Chinese English learners to distinguish synonyms more accurately. At the same time, it also makes the definition of learning dictionary more concise, systematic and standardized.
【學(xué)位授予單位】：廣東外語(yǔ)外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H313.2

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