摘要
中国大学生对英语词义的理解经常存在两个严重的问题,其一是误解,其二是对词义的推理能力缺乏。这两方面的问题可以分别通过框架语义学理论中的大框架和小框架在教学中的恰当使用得到一定程度的解决。大框架属非语言学框架,有助于英语学习者通过对较为全面的世界知识的掌握来明确概念词汇化后的内涵,同时有助于英语学习者攻克英汉文化差异而深入了解英语词义;小框架属语言学框架,有助于中国英语学习者借助语义格理论从句法结构自身来推理和判断以动源名词为代表的英语动源派生词的准确意义。语义框架的确立,尤其是大框架的确立,经常需要借助百科知识,这类知识的获取语料库可以起到一定的辅助作用。
Chinese university students are usually faced with two serious problems in their learning of English word meanings,the first one being meaning misunderstanding,the second one being the lack of the necessary reasoning capacity for word meanings.These two problems could be resolved to some extent by the proper use of the big frame and the small frame in the theory of frame semantics.The former,nonlinguistic in nature,contributes to students’clarification of the intension of the lexicalized concepts through comprehensive world knowledge,and at the same time helps to enable them to gain a deep insight into English word meanings even when cultural differences exist that obstruct their understanding of word meanings;the latter,linguistic in nature,conduces to the improvement of students’reasoning and judgment for meanings of English deverbal derivatives,represented by deverbal nouns,by means of semantic roles and syntactic structures.The establishment of semantic frames,especially big frames,usually depends on students’encyclopedic knowledge,the obtainment of which can be to a certain degree facilitated by the use of corpus.
作者
双文庭
杨润青
SHUANG Wenting;YANG Runqing
出处
《外国语文》
北大核心
2018年第6期138-145,共8页
Foreign Languages and Literature
基金
国家社会科学基金重大项目"基于事件结构与本体演化的语义网模型研究"(11&ZD189)
湖北省教育厅教学研究项目"完全学分制条件下基于分级分类的大学英语课程体系研究--以武科大为例"(2016228)阶段性成果
关键词
语义框架
英语词义
理解
教学
semantic frames
English word meanings
understanding
teaching
