【摘要】：副詞是英語中很復(fù)雜的一種詞類。大部分英語副詞是由形容詞添加-ly后綴得來的派生副詞。由形容詞轉(zhuǎn)變而來的-ly副詞或派生-ly副詞的使用頻度高,種類多,涵義豐富,在句子中的位置比較靈活,具有重要的句法功能,對英語學(xué)習(xí)者具有重要的意義。然而,熟練運用派生-ly副詞對中國英語學(xué)習(xí)者是個難題�，F(xiàn)有的英漢學(xué)習(xí)詞典對于派生-ly副詞的收錄和處理并不系統(tǒng)。因此,本文探究英漢學(xué)習(xí)詞典中派生-ly副詞及其相關(guān)信息的系統(tǒng)設(shè)置問題。本文首先根據(jù)派生-ly副詞的語義和句法功能將其分為三種類別:句子副詞,強調(diào)副詞和方式副詞。其中句子副詞再細分為主題導(dǎo)向副詞,評估性副詞,言語行為副詞及情態(tài)副詞四個小類。本文對派生-ly副詞的特點也進行了說明。其次,本文從用戶需求的角度進行了一項基于語料庫的實證研究。通過分析和對比中國英語學(xué)習(xí)者語料庫(CLEC)和英語本族語布朗語料庫(BROWN)中的相關(guān)數(shù)據(jù),歸納出中國學(xué)習(xí)者所犯的-ly副詞錯誤。接著通過AntConc軟件計算這兩個語料庫中前十個-ly副詞的使用頻度,并運用Log-Likelihood值對這些詞進行顯著性檢驗�；阱e誤分析理論,本文探討了學(xué)習(xí)者所犯錯誤的原因,繼而發(fā)現(xiàn)了學(xué)習(xí)者對于詞典的需要。然后,本文選取四本英漢學(xué)習(xí)詞典考證其對派生-ly副詞的呈現(xiàn)情況。一方面對比了直接與中國學(xué)生所犯錯誤相關(guān)的副詞比較級信息,句法標注,修飾和搭配信息。另一方面也對比了派生-ly副詞詞條,釋義以及其他信息。結(jié)果顯示同一類型的派生-ly副詞沒有按照統(tǒng)一的標準收錄和呈現(xiàn)。英漢學(xué)習(xí)詞典在這方面的不足之處具體表現(xiàn)在:缺少收錄標準和相關(guān)前置頁,比較級信息不完整,缺少搭配信息以及對-ly形容詞和派生-ly副詞之間的辨析。最后,本文提出了將詞典功能理論和注意假設(shè)理論相結(jié)合的表征模式。并從詞典的框架結(jié)構(gòu),中觀結(jié)構(gòu)及微觀結(jié)構(gòu)提出了一系列具體策略,主要包括設(shè)置收錄標準,插入學(xué)習(xí)專頁,凸顯釋義和典型例證,增加句法注釋和副詞搭配專欄,配置相互參照,設(shè)置錯誤警示。這些策略對于詞典編纂實踐具有參考價值。
[Abstract]:Adverbs are a very complicated part of speech in English. Most English adverbs are derived adverbs from the adjective-ly suffix. -ly adverbs or derivative-ly adverbs transformed from adjectives have high frequency, variety, rich meanings, flexible position in sentences and important syntactic functions, which are of great significance to English learners. However, proficiency in the use of derivative-ly adverbs is a difficult problem for Chinese English learners. The existing English-Chinese learning dictionaries are not systematic in the collection and processing of derived-ly adverbs. Therefore, this paper explores the systematic setting of derived-ly adverbs and their related information in English-Chinese learning dictionaries. According to the semantic and syntactic functions of derived-ly adverbs, this paper divides them into three categories: sentence adverbs, emphasis adverbs and mode adverbs. The subdivision of sentence adverbs into thematic adverbs, evaluative adverbs, speech act adverbs and modal adverbs. This paper also explains the characteristics of derivative-ly adverbs. Secondly, this paper conducts a corpus-based empirical study from the point of view of user demand. By analyzing and comparing the relevant data of (CLEC) and (BROWN), the author concludes the errors of ly adverbs made by Chinese learners. Then the frequency of use of the first ten-ly adverbs in the two corpora was calculated by AntConc software, and the significance of these words was tested by using the Log-Likelihood value. Based on the theory of error analysis, this paper explores the causes of learners' mistakes, and then finds out the learners' needs for dictionaries. Then, this paper selects four English-Chinese learning dictionaries to study the presentation of derivative-ly adverbs. On the one hand, the comparative information, syntactic tagging, modification and collocation information of adverbs directly related to the mistakes made by Chinese students are compared. On the other hand, we compare derivation-ly adverb entry, interpretation and other information. The results show that the derivation-ly adverbs of the same type are not included and presented according to the unified standard. The shortcomings of English-Chinese learning dictionaries in this respect are as follows: lack of standards and related prepages, incomplete comparative information, lack of collocation information and discrimination between-ly adjectives and derivative-ly adverbs. Finally, this paper proposes a representation model combining dictionary function theory with attention hypothesis theory. A series of concrete strategies are put forward from the framework structure, mesoscopic structure and microstructure of the dictionary, including setting up the standard of inclusion, inserting the study page, highlighting the interpretation and typical examples, adding syntactic annotation and adverb collocation column. Configuration cross-reference, set error warning. These strategies have reference value for dictionary compilation practice.
【學(xué)位授予單位】：廣東外語外貿(mào)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H314.2

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本文編號：2314367