中国英语学习者使用CONSEQUENCE近义词语义韵特点分析
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摘要
近义词辨别在英语学习中是不可忽视的重点和难点。本研究从中英CONSEQUENCE近义词对比分析入手,研究了中国英语学习者近义词语义韵使用状况。旨在揭示中国英语学习者使用CONSEQUENCE近义词语义韵的特点及其形成的原因。
本研究通过应用AntConc 3.2.1w和SPSS11.5计算机软件,以中国学习者英语语料库(CLEC)和兰开斯特汉语普通话语料库(LCMC)为基础,并且以本族语者语料库LOB&BROWN为参照语料库,针对CONSEQUENCE近义词中的CONSEQUENCE,RESULW,AFTERMATH和OUTCOME的搭配特点进行量化分析,从使用搭配多样性、类联接等多方面对比分析,进而揭示出中国英语学习者使用近义词语义韵的特点。
研究表明,与本族语者相比,中国英语学习者表现出正确使用CONSEQUENCE的消极语义韵和错误使用RESUUT(noun)的积极语义韵及RESULT(verb)的中性语义韵的特点。通过对汉语和英语CONSEQUENCE近义词语义韵对比分析,本研究发现:汉语的语言迁移是造成中国英语学习者错误使用该组近义词语义韵的主要原因。
本研究的结果对外语教学尤其是词汇教学具有重要的启示作用。首先,在外语教学过程中教师应向学生传授语义韵相关知识,逐渐培养其语义韵意识,帮助他们掌握词汇的语义韵特点。其次,掌握并加强语义韵知识有助于词汇搭配或者近义词的教学和学习。再次,外语教学应该使用数据库驱动的方法,从而让学生进一步接触更多的数据,进而提高外语教学质量。
The near-synonym discrimination plays an important role in English learning. Based on the contrastive analysis of CONSEQUENCE near-synonyms,the present study is intended to investigate the behavior of Chinese EFL learners' use of semantic prosody of CONSEQUENCE near-synonyms.
With a series of computations and tests carried out with AntConc 3.2.1w and SPSS 11.5,the present study uses the main corpora--CLEC and LCMC,and the reference corpora--LOB&BROWN.By the quantitative analysis of CONSEQUENCE near-synonyms(CONSEQUENCE,RESULT,AFTERMATH and OUTCOME) and the contrastive analysis of collocation varieties and colligations,the features of semantic prosody of CONSEQUENCE near-synonyms used by the Chinese EFL learners are revealed.
The study shows that,compared with the NSs,the Chinese EFL learners correctly use the negative semantic prosody of CONSEQUENCE and misuse the positive semantic prosody of RESULT(noun) and the neutral semantic prosody of RESULT (verb).The semantic prosodies of CONSEQUENCE near-synonyms are compared between Chinese and English.The present study shows that the main reason of the semantic prosody misused by Chinese EFL learners is Chinese positive and negative language transfers.
Based on the above findings,the thesis provides significant implications for EFL teaching and learning.Firstly,it is suggested that the knowledge of semantic prosody should be transferred to students so that they are able to gain due awareness of semantic prosody.Secondly,it implies that the knowledge of semantic prosody can also provide insight into the teaching of near synonyms and the collocations.Thirdly,in order to enhance EFL teaching and learning,the corpora and the concordance should be employed widely.
本研究通过应用AntConc 3.2.1w和SPSS11.5计算机软件,以中国学习者英语语料库(CLEC)和兰开斯特汉语普通话语料库(LCMC)为基础,并且以本族语者语料库LOB&BROWN为参照语料库,针对CONSEQUENCE近义词中的CONSEQUENCE,RESULW,AFTERMATH和OUTCOME的搭配特点进行量化分析,从使用搭配多样性、类联接等多方面对比分析,进而揭示出中国英语学习者使用近义词语义韵的特点。
研究表明,与本族语者相比,中国英语学习者表现出正确使用CONSEQUENCE的消极语义韵和错误使用RESUUT(noun)的积极语义韵及RESULT(verb)的中性语义韵的特点。通过对汉语和英语CONSEQUENCE近义词语义韵对比分析,本研究发现:汉语的语言迁移是造成中国英语学习者错误使用该组近义词语义韵的主要原因。
本研究的结果对外语教学尤其是词汇教学具有重要的启示作用。首先,在外语教学过程中教师应向学生传授语义韵相关知识,逐渐培养其语义韵意识,帮助他们掌握词汇的语义韵特点。其次,掌握并加强语义韵知识有助于词汇搭配或者近义词的教学和学习。再次,外语教学应该使用数据库驱动的方法,从而让学生进一步接触更多的数据,进而提高外语教学质量。
The near-synonym discrimination plays an important role in English learning. Based on the contrastive analysis of CONSEQUENCE near-synonyms,the present study is intended to investigate the behavior of Chinese EFL learners' use of semantic prosody of CONSEQUENCE near-synonyms.
With a series of computations and tests carried out with AntConc 3.2.1w and SPSS 11.5,the present study uses the main corpora--CLEC and LCMC,and the reference corpora--LOB&BROWN.By the quantitative analysis of CONSEQUENCE near-synonyms(CONSEQUENCE,RESULT,AFTERMATH and OUTCOME) and the contrastive analysis of collocation varieties and colligations,the features of semantic prosody of CONSEQUENCE near-synonyms used by the Chinese EFL learners are revealed.
The study shows that,compared with the NSs,the Chinese EFL learners correctly use the negative semantic prosody of CONSEQUENCE and misuse the positive semantic prosody of RESULT(noun) and the neutral semantic prosody of RESULT (verb).The semantic prosodies of CONSEQUENCE near-synonyms are compared between Chinese and English.The present study shows that the main reason of the semantic prosody misused by Chinese EFL learners is Chinese positive and negative language transfers.
Based on the above findings,the thesis provides significant implications for EFL teaching and learning.Firstly,it is suggested that the knowledge of semantic prosody should be transferred to students so that they are able to gain due awareness of semantic prosody.Secondly,it implies that the knowledge of semantic prosody can also provide insight into the teaching of near synonyms and the collocations.Thirdly,in order to enhance EFL teaching and learning,the corpora and the concordance should be employed widely.
引文
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Boot, M. (1980). Homography and lemmatization in Dutch texts.ALLC Bulletin, 8, 89-175.
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Granger, S. (1998). Learner English on computer. London & New York: Addison Wesley Longman.
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Hoey, M. (1997). From concordance to text structure: New uses for computer corpora. In PALC 97: Proceedings of practical applications of linguistic corpora conference, University of Lodz, 2-23.
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Horney, A. S. (1997). Oxford advanced learner's English-Chinese dictionary. Oxford: Oxford University Press.
Howarth, P. (1996). Phraseology in English academic writing: Some implications for language learning and dictionary making. Tubingen: Max Niemeyer Verlag.
Hunston, S., & Francis, G. (2000). Pattern grammar: A corpus-driven approach to the lexical grammar of English. Amsterdam: Benjamins.
Hunston, S., & Thompson, G. (2000). Evaluation in text: Authorial stance and the construction of discourse. Oxford: Oxford University Press.
Hunston, A. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press.
Kasper, G. (1992). Pragmatic transfer. Second Language Research, 8, 203-231.
Kasper, G., & Schmidt, R. W. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149-169.
Kasper, G. (1998). Interlanguage pragmatics. In H. Byrnes (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 183-208). New York: The Modern Language Association of America.
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Louw, B. (2000). Contextual prosodic theory: Bringing semantic prosodies to lift. In C. Heffer, H. Saunton, & G.Fox (Eds.), Words in context: A tribute to John Sinclair on his retirement (pp. 48-94). Birmingham: University of Birmingham.
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Odlin, T. (1989). Language transfer. Cambridge: Cambridge University Press.
Omar, A. S. (1991). How learners greet in Kiswahili. In L. F. Bouton, & Y. Kachru (Eds.), Pragmatics and Language Learning (Vol.2) (pp. 59-76). Urbana-Champaign: University of Illinois.
Partington, A. (1998). Pattern and meanings-using corpora for English language research and teaching. Amsterdam: John Benjamins.
Partington, A. (2004). "Utterly content in each other's company": Semantic prosody and semantic preference. International Journal of Corpus Linguistics, 9, 131-156.
Porzig, W. (1934). Wesenhafte Bedeutungsbeziehungen. Beitrage Zur deutschen Sprache und Literatur, 58, 70-97.
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Selinker, L. (1969). Language transfer. General Linguistics, 9(2), 67-92.
Selinker, L. (1972). 'Interlanguage'. International Review of Applied Linguistics, 10, 209-31.
Selinker, L. (1989). Interlanguage. In J. C. Richard (Ed.), Error analysis. New York: Longman.
Selinker, L. (1992). Rediscovering interlanguage. London: Longman.
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Sinclair, J. (1991). Corpus, concordance, collocation. Oxford; Oxford University Press.
Sinclair, J. (1996). The search for units of meaning. Textus, 9(1), 71-106.
Sinclair, J. (2003). Reading concordance. London: Pearson Education Limited.
Sinclair, J. (2004). Trust the text: Language, corpus and discourse. London: Routledge.
Stubbs, M. (1995a). Collocations and semantic profiles: On the cause of the trouble with quantitative methods. Function of Language, 2(1), 1-33.
Stubbs, M. (1995b). Corpus evidence for norms of lexical collocation. In G.Cook, & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 245-256). Oxford: Oxford University Press.
Stubbs,M.(1996).Text and corpus analysis.Oxford:Blackwell Publishers Ltd.
Stubbs,M.(2001a).Words and phrases.Oxford:Blackwell Publishers Ltd.
Stubbs,M.(2001b).Texts,corpora,and problems of interpretation:A response to Widdowson.Applied Linguistics,22,149-172.
Takahashi,T.,& Beebe,L.M.(1987).The development of pragmatic competence by Japanese learners of English.JAJT Journal,8,131-155.
Thomas,J.(1983).Cross-cultural pragmatic failure.Applied Linguistics,4(2),91-112.
Tribble,C.(1998).Improvising corpora for ELT:Quick and dirty ways of developing corpora for language teaching.In B.Lewandowska-Tomaszczyk,& P.J.Melia(Eds.),Practical applications in language corpora.Lodz:Lodz University Press.
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Biber, D., Johansson, S., Leech, G., Conrad, S., & Firegan, E. (1999). Longman grammar of spoken and written English. Essex: Pearson Education Limited.
Boot, M. (1980). Homography and lemmatization in Dutch texts.ALLC Bulletin, 8, 89-175.
Butler, C. (1985). Statistics in linguistics. New York: Basil Blackwell.
Carter, R. (1987). Applied linguistic perspectives. London: Allen and unwin.
Carter, R., & McCarthy, M. (1999). The English get-passive in spoken discourse. English Language and Linguistics, 3(1), 41-58.
Channell, J. (2000). Corpus-based analysis of evaluative lexis. In Hunston, S., & Thompson, G (Eds.), Evaluation in text: Authorial stance and the construction of discourse. Oxford: Oxford University Press.
Collins. (1995). Collins COBUILD English dictionary, ed. J. Sinclair. London: HarperCollins.
Corder, S. P. (1967). The significance of learners'errors. International Review of Applied Linguistics, 4, 161-171.
Cruise, D. A. (1980). Lexical semantics. Cambridge: Cambridge University Press.
Ellis, R. (1994). The study of second language acquisition. London: Oxford University Press.
Firth, J. (1957). Papers in linguistics 1934-1951. London: Oxford University Press.
Francis, W. N., & Kucera, H. (1964). Manual of information to accompany a standard sample of present-day edited American English, for use with digital computers. Providence: Brown University.
Granger, S. (1996). Romance words in English: From history to pedagogy. In J. Svartvik (Ed.), Words: Proceedings of an international symposium. KVHAA Konference 36. Stockholm: Almqvist and Wiksell, 105-21.
Granger, S. (1998). Learner English on computer. London & New York: Addison Wesley Longman.
Granger, S. (2002). A bird's-eye view of learner corpus research. In S. Granger, J. Hung, & S. Petch- Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 3-33). Amsterdam: John Benjamins.
Greenbaum, S. (1974). 'Some verb-intensifier collocations in American and British English'. American Speech 49, 79-89.
Halliday, M. A. K. (1966). Lexis as a linguistic level. London: Longman.
Hargreaves, P. (2000). How important is collocation in testing the learner's language proficiency? In M. Lewis (Ed.), Teaching collocation-further developments in the lexical approach. Hove: Language Teaching Publications.
Hayakawa, S. (1994). Cassell guide to related words. London: Cassell.
Hoey, M. (1991). Patterns of lexis in text. Oxford: Oxford University Press.
Hoey, M. (1997). From concordance to text structure: New uses for computer corpora. In PALC 97: Proceedings of practical applications of linguistic corpora conference, University of Lodz, 2-23.
Hoey, M. (2000). A world beyond collocation: New perspectives on vocabulary teaching. In M. Lewis (Ed.), Teaching collocations (pp. 224-245). Hove: Language Teaching Publications.
Hoey, M. (2004). Lexical priming and the properties of text. URL: http://www. Monabaker.Com/tsresources/LexicalprimingandthePropertiesofText.htm. (Accessed on October 10, 2007).
Horney, A. S. (1997). Oxford advanced learner's English-Chinese dictionary. Oxford: Oxford University Press.
Howarth, P. (1996). Phraseology in English academic writing: Some implications for language learning and dictionary making. Tubingen: Max Niemeyer Verlag.
Hunston, S., & Francis, G. (2000). Pattern grammar: A corpus-driven approach to the lexical grammar of English. Amsterdam: Benjamins.
Hunston, S., & Thompson, G. (2000). Evaluation in text: Authorial stance and the construction of discourse. Oxford: Oxford University Press.
Hunston, A. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press.
Kasper, G. (1992). Pragmatic transfer. Second Language Research, 8, 203-231.
Kasper, G., & Schmidt, R. W. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149-169.
Kasper, G. (1998). Interlanguage pragmatics. In H. Byrnes (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 183-208). New York: The Modern Language Association of America.
Kasper, G., & Rose, K. R. (1999). Pragmatics and second language acquisition. Annual Review of Applied Linguistics, 19, 91-104.
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman Group UK Ltd.
Leech, G. N. (1983). Principles of pragmatics. London: Longman.
Liu, J. D. (2005). Assessing EFL learner' interlanguage pragmatic knowledge. URL: http://www.nus.edu.sg/celc/publications/LiuVol5. pdf. (Accessed on October 10, 2007).
Longman. (1999). Longman dictionary of English language and culture. Harlow: Longman.
Louw, B. (1993). Irony in the text or insincerity in the writer? The diagnostic potential of semantic prosodies. In M. Baker, G. Francis, & E. Tognini-Bonelli (Eds.), Text and technology: In honor of John Sinclair (pp. 157-176). Amsterdam: John Benjamin.
Louw, B. (2000). Contextual prosodic theory: Bringing semantic prosodies to lift. In C. Heffer, H. Saunton, & G.Fox (Eds.), Words in context: A tribute to John Sinclair on his retirement (pp. 48-94). Birmingham: University of Birmingham.
Lyons, J. (1981). Language, meaning and context. Fontana: Paperbacks.
Lyons, J. (1995). Linguistic semantics: An Introduction. Beijing: Foreign Language Teaching and Research Press.
Maeshiba, N., Yoshinaga, N., Kasper, G., & Ross, S. (1996). Transfer and proficiency in interlanguage apologizing. In S. Gass, & J. New (Eds.), Speech acts across cultures: Challenge to communication in a second language (pp. 155-187). Berlin: Mouton de Gruyter.
Odlin, T. (1989). Language transfer. Cambridge: Cambridge University Press.
Omar, A. S. (1991). How learners greet in Kiswahili. In L. F. Bouton, & Y. Kachru (Eds.), Pragmatics and Language Learning (Vol.2) (pp. 59-76). Urbana-Champaign: University of Illinois.
Partington, A. (1998). Pattern and meanings-using corpora for English language research and teaching. Amsterdam: John Benjamins.
Partington, A. (2004). "Utterly content in each other's company": Semantic prosody and semantic preference. International Journal of Corpus Linguistics, 9, 131-156.
Porzig, W. (1934). Wesenhafte Bedeutungsbeziehungen. Beitrage Zur deutschen Sprache und Literatur, 58, 70-97.
Sardinham, T. (2000). Semantic prosodies in English and Portuguese: A contrastive study. URL: lael.pucsp.br/-tony/2000murciaprosodies.pdf. (Accessed on September 9, 2007).
Selinker, L. (1969). Language transfer. General Linguistics, 9(2), 67-92.
Selinker, L. (1972). 'Interlanguage'. International Review of Applied Linguistics, 10, 209-31.
Selinker, L. (1989). Interlanguage. In J. C. Richard (Ed.), Error analysis. New York: Longman.
Selinker, L. (1992). Rediscovering interlanguage. London: Longman.
Sinclair, J. (1966). 'Beginning the study of lexis' in C. Bazell, J. Catford, M. A. K. Halliday, & R. Robins (Eds), In memory of J. R. Firth. London: Longman.
Sinclair, J. (1991). Corpus, concordance, collocation. Oxford; Oxford University Press.
Sinclair, J. (1996). The search for units of meaning. Textus, 9(1), 71-106.
Sinclair, J. (2003). Reading concordance. London: Pearson Education Limited.
Sinclair, J. (2004). Trust the text: Language, corpus and discourse. London: Routledge.
Stubbs, M. (1995a). Collocations and semantic profiles: On the cause of the trouble with quantitative methods. Function of Language, 2(1), 1-33.
Stubbs, M. (1995b). Corpus evidence for norms of lexical collocation. In G.Cook, & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 245-256). Oxford: Oxford University Press.
Stubbs,M.(1996).Text and corpus analysis.Oxford:Blackwell Publishers Ltd.
Stubbs,M.(2001a).Words and phrases.Oxford:Blackwell Publishers Ltd.
Stubbs,M.(2001b).Texts,corpora,and problems of interpretation:A response to Widdowson.Applied Linguistics,22,149-172.
Takahashi,T.,& Beebe,L.M.(1987).The development of pragmatic competence by Japanese learners of English.JAJT Journal,8,131-155.
Thomas,J.(1983).Cross-cultural pragmatic failure.Applied Linguistics,4(2),91-112.
Tribble,C.(1998).Improvising corpora for ELT:Quick and dirty ways of developing corpora for language teaching.In B.Lewandowska-Tomaszczyk,& P.J.Melia(Eds.),Practical applications in language corpora.Lodz:Lodz University Press.
Tognini-Bonelli,E.(2001).Corpus linguistics at work.Amsterdam:John Benjamins.
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