英語(yǔ)詞匯學(xué)實(shí)用教程

前言

　　詞匯學(xué)是語(yǔ)言學(xué)的一個(gè)分支，研究語(yǔ)言或一種語(yǔ)言詞匯的組成和歷史發(fā)展。盡管詞匯是語(yǔ)言的基礎(chǔ)，我們卻發(fā)覺(jué)詞匯學(xué)在整個(gè)語(yǔ)言學(xué)體系中似乎缺乏相稱的重要地位。更讓我們驚詫的是，甚至有人認(rèn)為詞匯學(xué)不是一門獨(dú)立的語(yǔ)言學(xué)分支學(xué)科。這顯然不利于詞匯學(xué)作為一門學(xué)科的發(fā)展?！　【科湓颍c語(yǔ)音、語(yǔ)法相比，詞匯似乎因其數(shù)量龐大而難以系統(tǒng)研究。然而，大量的已有成果表明，詞匯學(xué)有其相對(duì)明確的研究?jī)?nèi)容，如詞匯結(jié)構(gòu)、構(gòu)成、意義、變異、變化、來(lái)源等；詞匯學(xué)研究對(duì)于認(rèn)識(shí)、使用、學(xué)習(xí)語(yǔ)言具有重要的意義，對(duì)于詞典編纂、文化交流等有一定的應(yīng)用價(jià)值。近二十年來(lái)，在當(dāng)代語(yǔ)用學(xué)、認(rèn)知語(yǔ)言學(xué)等學(xué)科的積極影響下，在語(yǔ)料庫(kù)語(yǔ)言學(xué)的推動(dòng)下，詞匯學(xué)研究迎來(lái)了新的發(fā)展契機(jī)，專著、教材不斷涌現(xiàn)。　　我們認(rèn)為，詞匯學(xué)的理論目標(biāo)在于深化關(guān)于詞匯作為語(yǔ)言基礎(chǔ)的認(rèn)識(shí)，應(yīng)用目標(biāo)在于提高語(yǔ)言學(xué)習(xí)者和使用者的詞匯應(yīng)用能力。作為一本為我國(guó)英語(yǔ)學(xué)習(xí)者編寫的入門性教材，本書固然重視系統(tǒng)講解英語(yǔ)詞匯學(xué)的理論知識(shí)，但更強(qiáng)調(diào)培養(yǎng)學(xué)生的詞匯應(yīng)用能力，即在各類交際中使用、理解詞匯的能力，因而是一本實(shí)用的詞匯學(xué)教材，或用我國(guó)詞匯學(xué)研究專家汪榕培教授的話說(shuō)，是一本“狹義的詞匯學(xué)”教程。

內(nèi)容概要

英語(yǔ)詞匯在英語(yǔ)研究和英語(yǔ)教學(xué)中的地位是不言而喻的，英語(yǔ)詞匯學(xué)作為高等學(xué)校英語(yǔ)專業(yè)的一門重要課程的地位也是不容置疑的?！队⒄Z(yǔ)詞匯學(xué)實(shí)用教程》突破了傳統(tǒng)的詞匯學(xué)教材格局，吸收了語(yǔ)言學(xué)相關(guān)分支學(xué)科的最新研究成果，注重英語(yǔ)詞匯的交際價(jià)值，強(qiáng)調(diào)培養(yǎng)學(xué)生的詞匯能力，是一本有時(shí)代特色和理論實(shí)踐高度的新教材，把英語(yǔ)詞匯學(xué)教材建設(shè)又向前推進(jìn)一步，值得推薦。    《英語(yǔ)詞匯學(xué)實(shí)用教程》一書系統(tǒng)地討論了英語(yǔ)詞匯學(xué)中的重要理論和方法，幾乎涵蓋了該學(xué)科的所有前沿課題。理論與實(shí)踐，雙管齊下，用理論指導(dǎo)實(shí)踐，在實(shí)踐中鞏固與升華理論；敘、論、練，三位一體，多維闡釋，相得益彰。由淺入深，循序漸進(jìn)，不僅是大學(xué)生的理想教材，也是從事英語(yǔ)研究者難得的碩、博士生參考書。    《英語(yǔ)詞匯學(xué)實(shí)用教程》符合創(chuàng)新型、研究型人才培養(yǎng)的教學(xué)理念，擺脫了傳統(tǒng)詞匯學(xué)教材的模式和框架，突出了知識(shí)的系統(tǒng)性和時(shí)代性，做到了趣味性和實(shí)用性的有機(jī)結(jié)合。本教材一定會(huì)成為學(xué)習(xí)者步入語(yǔ)言學(xué)殿堂的又、一塊敲門磚。

書籍目錄

Unit1 Preliminaries about Lexicology  Pre-Class Reading    1.1  Lexicology as a branch of linguistic study    1.2  The vocabulary of a language    1.3  Words as main units of the English vocabulary    1.4  Lexical knowledge    1.5  Lexical competence  In-Class Activities  Post-Class Tasks  Proiect WorkUnit2 The Formation of English Words  Pre-Class Reading      2.1  Morphemes in English      2.2  Major processes of word formation in English    2.3  Other processes of word formation in English    In-Class Activities     Post-Class Tasks      Project Work  Unit3 The Grammatical Aspect of English Words  Pre-Class Reading    3.1  Word classes in English    3.2  Countable nouns vs. uncountable nouns    3.3  Transitive verbs vs. intransitive verbs    3.4  Dynamic verbs vs. stative verbs  In-Class Activities  Post-Class Tasks  Project WorkUnit4 The Idiomatic Aspect of English Word Combinations  Pre-Class Reading    4.1  Chunks in English    4.2  Collocations in English      4.3  Idioms in English    4.4  Proverbs in English  In-Class Activities  Post-Class Tasks  Project WorkUnit5 The Semantic Tgpes of English Words  Pre-Class Reading    5.1  Concrete words vs. abstract words    5.2  Proper nouns vs. common nouns    5.3  Descriptive words vs. evaluative words    5.4  Fuzzy words and hedges  In-Class Activities  Post-Class Tasks  Proiect WorkUnit6 The Semantic Networks of English Words  Pre-Class Reading    6.1  Semantic networks    6.2  Semantic fields    6.3  Superordinates vs. hyponyms     6.4  Meronyms vs. holonyms    6.5  Lexical gaps  In-Class Activities  Post-Class Tasks  Project WorkUnit7 The Semantic Relations among English Words  Pre-Class Reading    7.1  Synonyms and synonymous expressions    7.2  Antonyms and antonymous expressions    7.3  Polysemous words vs. homonymous words    7.4  Semantic relations and textual organization  In-Class Activities  Post-Class Tasks  Project WorkUnit8 The Emotional Aspect of English WordsUnit9 The Stglistic Aspect of English WordsUnit10 The Social Aspect of English WordsUnit11 The Cultural Aspect of English WordsUnit12 The Cognitive Aspect of English WordsUnit13 The Change of English WordsUnit14 The Loan Words in EnglishUnit15 Learning the English VocabularyUnit16 The Tgpes and Components of DictionariesReferencesGlossary

章節(jié)摘錄

　　In the natural world, almost all things are continuous rather than discrete.Humans in a natural environment have little difficulty with this reality. If it getstoo hot, we turn on the air-conditioner. If it gets too cold, we put a coat on. Butthere is no precise definition of "too hot" or "too cold"; rather, it depends totallyon the individuals intuitive judgment. Because language is our reflection of thereal world and our experience with it, it is inevitably fuzzy.　　The role of fuzzy language resides mainly in the following areas: enhancingflexibility, expanding the capacity of language to express the information andbroadening the language of the imagination, achieving a special effect, inparticular, enhancing the aesthetic value of literature. The following extractionexemplifies how fuzzy words （marked in bold face ） can be employed forevaluation:　?。?0） This is an attractive idea while this analysis seemed intuitively appealing, its tpersuasiveness was weakened by lack of native-speaker discourse to serveas abaseline.　　Closely related to the concept of fuzziness is that of hedges, which, accordingto Lakoff （1972:183）, are "words and expressions whose job is to make thingsmore or less fuzzy". Hedges, with all their plentiful semantic features andpragmatic functions, serve to make the statement sound more mild, polite,flexible, and effective. We are safe in saying things like " Catherine is probablysomewhere in her thirties" because we do not need to give an exact figure, nor dowe have to shoulder extra responsibility for the truthfulness of our statements asthey alow a range of flexibility. Sometimes, tactful use of hedges becomes aprofessional requirement.

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