摘要
本研究基于Nation的词汇知识类型分类框架，以3组不同英语水平的大学生为受试，考察了6个高频多义词词义知识的共时及历时发展特征。研究发现：词义知识在接受和产出两个维度上的掌握程度差距较大，接受性知识显著好于产出性知识；多义词各义项的习得率不均衡，在接受与产出两个维度上的首要习得义项多为核心义项或最高频义项；受试的词义知识发展不均衡，有些测试词的词义知识与语言水平同步增长，而有些测试词的词义知识则发展缓慢。
Within Nation＇s descriptive framework of word knowledge types, this study investigates how the meaning senses of 6 polysemous words with high frequency are acquired receptively and productively by college students at three different proficiency levels. The study presents the major findings as follows. （ 1 ） Synchronically, there is a large gap between the subjects＇ receptive and productive knowledge of the meaning senses of the tested words, with the receptive knowledge significantly more profound than the productive knowledge. The meaning senses of the polysemous words are not evenly acquired, with the core sense or the most frequent sense best acquired both receptively and productively. （2） Diachronically, the subjects＇ knowledge of the meaning senses of the 6 tested words does not increase evenly. The knowledge of some tested words keeps pace with the proficiency level of the subjects, while the knowledge of others develops at a slow rate.
出处
《外语界》
CSSCI
北大核心
2010年第5期58-66,86,共10页
Foreign Language World
基金
“宁波大学刘孔爱菊教育基金”资助
“2008年宁波市教育科学规划课题”
“浙江省社会科学界联合会2010年课题”的研究成果
关键词
大学生
多义词
词义
发展
college student
polysemous word
meaning sense
growth
