英漢學習詞典中搭配的認知化呈現(xiàn)

內(nèi)容概要

搭配知識對于熟練得體地使用一門語言至關(guān)重要：許多單詞出現(xiàn)在一系列搭配中，因此掌握一個單詞與掌握其搭配密不可分。作為外語學習的重要工具，學習詞典越來越重視搭配的呈現(xiàn)。然而欲使學習詞典更好地呈現(xiàn)搭配，必須突出搭配中的認知因素——認知因素對于搭配習得具有重要意義。目前尚沒有學習詞典在其結(jié)構(gòu)中系統(tǒng)地表現(xiàn)搭配中的認知因素，這不利于學習者利用詞典提高搭配能力。因此，任何從認知角度表現(xiàn)搭配的研究在詞典學界既有理論意義又有實際應用價值。
基于應用語言學、認知語言學、心理語言學、詞典學和語料庫語言學的理論，武繼紅編著的《英漢學習詞典中搭配的認知化呈現(xiàn)(精)》試圖通過探究雙語學習詞典呈現(xiàn)搭配中的認知因素的意義，嘗試建立雙語學習詞典表現(xiàn)搭配的新模式。除理論探討外，《英漢學習詞典中搭配的認知化呈現(xiàn)(精)》有來自BNC、Bank
of Enghsh和CLEC等大型語料庫的語料支持，實證研究部分涉及目標受眾搭配習得時的詞典使用需求和查閱習慣等詞典使用研究。

書籍目錄

序
自序
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
 1.1 Motivation for the Present Study
　 1.1.1 Importance of Collocations in Language Learning
　 1.1.2 Special Collocation Problems Experienced byChinese
Learners
 　1.1.3 User-friendly Orientation in Lexicography
 1.2 Research Objectives and Research Questions
 1.3 Research Framework
 1.4 Significance of the Study
　 1.4.1 Pedagogical Significance of the Study
 　1.4.2 Lexicographic Significance of the Study
 1.5 Research Methodology
 1.6 Outline of the Research
Chapter 2 Previous Studies on Collocations
 2.1 A General Survey on Collocations
　 2.1.1 Definitions of Collocation
 　2.1.2 Properties of Collocation
　 2.1.3 Classification of Collocations
 2.2 Different Theories Abroad Concerning Collocation
Studies
　 2.2.1 Lexis Approach
 　2.2.2 Semantic Approach
　 2.2.3 Phraseological Approach
 　2.2.4 Structural Approach
　 2.2.5 Computational (Corpus-based) Approach
 　2.2.6 Psychological Approach
 2.3 Collocation Studies by Chinese Scholars
　 2.3.1 Studies from Linguistic Perspective
 　2.3.2 Studies from Pedagogical Perspective
 2.4 Lexicographic Studies on Collocations
　 2.4.1 Lexicographic Studies on Collocations in China
 　2.4.2 Collocations Represented in Dictionaries
 2.5 Summary
Chapter 3 Collocation in Second Language Acquisition
 3.1 Shift to Vocabulary in EFL Learning and Teaching
 3.2 Shift to Collocations in Vocabulary Learning and
Teaching
　 3.2.1 Significance of Lexical Approach in EFL
Learning
 　3.2.2 Recent Advance Towards Studies on Collocation
Competence
 3.3 Summary
Chapter 4 Psychological View of Collocations and Its Impact on
Collocation Acquisition
 4.1 L1 Mental Lexicon and Collocations
　 4.1.1 Collocation as Lexical Items Stored in Mental
Lexicon
 　4.1.2 Collocation as Lexical Items Accessed from Mental
Lexicon
 4.2 Lexical Priming and Collocations
 4.3 Features of L2 Mental Lexicon and Collocation
Acquisition
　 4.3.1 Lack of Semantic Connection Between Words
 　4.3.2 Stronger Connection Between L1 Word and Shared
Concept
Chapter 5 A Cognitive Approach to Collocation Researches
Chapter 6 Research on the Interaction Between Metaphor and
Collocation
Chapter 7 A Survey on Chinese Learners' Collocation
Chapter 8 Collocation Representation in Current LDs
Chapter 9 A Use Study on Chinese EFL Learners' Collocation
Behavior
Chapter 10 A Lexicographic Model for Cognitive Representation of
Collocations in ECLDs
Chapter 11 Conclusion
Appendix
Bibliography
Dictionaries Cited

章節(jié)摘錄

版權(quán)頁：插圖：Collocation came into the view of Chinese linguists m the 1980s（Lu Guoqiang 1983；Hu Zhuanglin et a1.1987；Wu Qianguang 1988）.However，the importance of collocation in language study was notfully aware at that time when their counterparts in the west started totake keen interest in the field with Lewis'theory on lexical approach'Collocation study has been booming since the 1990s in China andmany Chinese linguists make much effort to keep abreast of the latestdevelopment of the subject.Some of them,with a reflection on collo-cation studies in the west give a general view about it.One of thecontributing essays，written by Wei Naixing（2003），reviews the majorapproaches to the study of collocations in the past fifty years with adiscussion on the major defining features of each approach and thegeneral trends for conceptual changes and methodology develop-ments.Li Guoqing（2002），with a review on Firth's notion of colloca-tion,proposes that Firth'S notion should be viewed against the back-ground of his general theory of meaning.He concludes that it’S a re-action against the longstanding referential approach to linguisticmeaning.

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