汉语基础词汇与汉越词的对比研究

语言是不断发展变化的。汉语词进入越南语后,成为越南语词汇系统中的一个组成部分,并在越南语的语音、语义、语法规律的作用下发生很大变化,形成一个独特的词汇体系——汉越词。在越南语内部规律的作用下,与现代汉语中相对应的词比较,许多汉越词在形式或意义上都有一定的变化。有些词的词义在现代汉语里已经不再使用或很少使用,但借入越南语后却一直保留原义,沿用至今。为了进一步了解越南语中的"汉越词"在词义、用法方面对越南学生学习汉语产生的影响,本文对《汉语水平词汇与汉字等级大纲》(北京语言大学出版)中的1875个单音节、6147个双音节汉语词进行统计分析,并将与汉越词对应的3029个汉语词作为本文对比研究的范围。     

对越汉语词汇教学中的“陷阱”

本文把《汉越词词典》中的7810个双音节汉越词进行＂汉化＂后,发现其中有445个汉越词与其相对应的汉语词在词义方面完全不同。其中汉越词与汉语词词性保持一致的占70.1%,词性发生变化的占29.9%。同时还发现2049个在汉语中找不到对应形式的汉越词,这类汉越词可归纳成几种主要类型：汉越词是汉语词的＂缩写＂形式,汉越词是汉语词的＂替换＂形式,汉越词是汉语词的＂倒序＂形式,汉越词是汉语语素组合的结果。这种现象给汉语词汇教学与学习造成一定的困难。掌握了汉越词与汉语词之间的关系,教师能更好地提高词汇教学质量,帮助学生提高记忆并避免错用、误用、硬套、类推等错误。     

英语词汇教学的几点尝试

1不要死背词汇表 在语境的词汇教学中,鼓励学生不要单纯地死背词汇表.英语与汉语有一定的对应关系,但这种对应只是相对的,英语是拼音文字,每个词的独立性很小.孤立地的死背词汇表会使学生产生错觉,以为词汇表中的英语词义完全等同于对应的汉语词,而忽略该词的其他意义.而且单纯地背词汇并不能让学生真正掌握该词的用法.因此,鼓励学生在真实的语境中掌握词汇.     

汉英双语者视觉词汇加工中的语音启动研究

本文使用翻译启动范式,以汉-英不平衡双语者为被试,研究在四种不同启动词-目标词关系类型(同源、非同源翻译、仅同音、无关)中是否能够得到跨语言的启动效应,以了解语音是否在双语者的视觉词汇加工过程中起作用。本文包括四个实验。结果表明,只要启动词呈现时间足够长,汉语词汇与英语词汇的加工中语音均能得到激活;另外,在汉语词汇的加工中对语义的激活强于语音,而在英语词汇的加工中则先激活语音再激活语义。     

汉语词复音化问题概说

汉语词的复音化是指汉语词汇由古代以单音词为主逐渐演变到后来以复音词为主的发展变化,也就是汉语词汇中复音词的数量和所占比例不断增加的过程。汉语作为一个运动发展着的符号系统,其词汇的复音化过程不是孤立的,它关系到构词法、词的内部结构、词义及其表达、韵律、语体风格等方面。这些因素对汉语复音词的产生发展具有促进或制约的作用。     

俄汉词汇意义对比分析

词具有物质形式和思想内容两个方面。俄汉词汇意义存在对应或者不对应的现象。本文对俄汉词汇意义进行了对比分析,得出了其异同点,有助于正确掌握俄汉两种语言的词汇意义,有助于跨文化交际。     

同源词及其意义

同源词音义之间有密切联系 ,这是汉语词汇的显著特征 ,也是汉语词汇发展中的普遍现象。同源词研究揭示了词汇发展的规律 ,纠正了西方语言学理论的偏颇之处 ,具有重要的理论意义。同时作为一种重要的训诂方法 ,弥补了形训的不足。本文运用同源词 ,对具体词义进行了分析说明。     

试论中高级水平商务汉语教材的词汇选用

中高级商务汉语教材亟待解决的问题就是“商务”与“汉语”如何融合的问题.从词汇的给出和解释方式、词汇的数量、BCT大纲词汇的比例和词汇的难度等几个方面比较三种中高级商务汉语教材,考察并分析它们在词汇选用方面的特点,并为未来中高级商务汉语教材的词汇选用提出了建议.     

具有文化内涵的动物词汇翻译浅谈

英、汉语言中,动物词汇常发生语义重叠现象,即词汇对应关系。但是,由于英、汉两民族长期生活在不同的文化背景中,对同一动物词产生不同的联想而赋予不同的文化内涵,因此,英、汉两种语言中,通常会出现一种动物的概念意义完全相同,其文化内涵却有明显差异、相互矛盾甚至意义相反的情况。因此,英、汉语翻译中,应该充分考虑动物词汇的概念意义与文化意义的异同,以便正确传译动物词汇的文化内涵。     

上古汉语意义系统中的对立统一关系——兼论意义内涵的量化分析方法

上古汉语的词汇及其意义有其内在系统,其中的重要内容之一就是在词的引申义及同源词意义中呈现出大量的、有系统的、有规律的、相对立而又相通的对应关系——对立统一关系。这种意义关系形成的原理,可以从人所认识的客观事物关系、运动发展规律、认识原理和词义引申规律四方面得到理性解释。在这些原理的探讨中,提出了词义内涵量化分析的方法——两极之中两种维度的量变运动描写。     

英汉语音变化构词比较

英语和汉语在语音上存在一定的对应关系。英、汉语音变化都具有再造新词的功能。英语中的辅音、元音和重音的改变与汉语中声母、韵母和声调的改变都会产生词义、甚至词类不同的新词。     

The Self-Survey in the Elementary School an Experiment in Cooperation

Abstract

This study examined secondary students’ knowledge of eight types of letter-sound correspondences. Equal numbers of high, average, and low ability readers in grades seven, nine, and eleven were administered a forty- eight-item multiple-choice test that required them to identify the letter-sound correspondences in synthetic words. Results indicated that, in general, secondary students have mastered letter-sound correspondences. However, results further revealed that in the seventh and ninth grade low ability readers have not fully mastered certain correspondence types, while in the eleventh grade low ability readers’ knowledge of letter-sound correspondences is similar to good readers for all but one correspondence type.     

Patterns of generalisation after treating sub‐lexical spelling deficits in a child with mixed dysgraphia

This paper presents a treatment study with a developmental dysgraphic girl, KM, and addresses the mechanisms by which orthographic learning of spelling rules might occur. Before treatment, KM's spelling of words and nonwords was impaired. Analyses of spelling errors indicated poor knowledge of sound‐to‐letter correspondences. Treatment focused on two spelling rules and was successful: spelling improved for both regular words and nonwords. Untrained words that included the training rules also improved, but later than nonwords and trained words. This delayed generalisation was explained through feedback mechanisms between orthographic lexicon and graphemic buffer.     

A Comparison Between English and Chinese Metaphor Translation

Metaphor is a common linguistic phenomenon and always realizes its value within a certain context.Metaphor uses words to indicate something different from their literal meaning-one thing is described in terms of another so as to suggest a likeness or analogy between them.A metaphor can easily be seen as a bridge which links and comprises the known and the unknown,the familiar and the unfamiliar.Some people hold that metaphor tends to be seen as a way of coloring the ordinary plain language.Meanwhile some people think that metaphor is regarded as a way of experiencing the world.An analysis on English and Chinese metaphor translation will help to strengthen our understanding of different languages as well as different cultures.This paper focuses on the structure and features of metaphor,correspondences and several techniques in metaphor translation.     

Acquisition of certain grapheme-phoneme correspondences in normally achieving and disabled readers

The present study was designed to assess the development of the understanding of certain aspects of grapheme-phoneme correspondences in normally achieving and disabled readers. The correspondences rules were studied using both English words and pseudowords, the latter designed to contain the same features as the real words. The subjects were 76 normally achieving and 32 reading disabled children aged 6 to 14 years. The stimuli included words and pseudowords that tested the following: consonant blends, final e, r-influenced vowels, regular and irregular words, function words, and consistent and inconsistent vowels. When matched for chronological age, the reading disabled children performed significantly more poorly than normally achieving children on all of the tasks involving pseudowords. A similar pattern was found for the words with the exception of the highest frequency words (cvc, final e, consonant blends) at the oldest age level, 11–14 years. In this case, the performance of the oldest reading disabled children was similar to that of the normals on the words, but was still significantly poorer when the stimuli were pseudowords. Complexity and irregularity were significant determinants of difficulty. Comparisons were also made for groups of children matched on reading grade level. Even when the reading disabled and normally achieving children were matched on reading grade, the reading disabled children had significantly more difficulty, particularly with pseudowords. Reading disabled children had significant difficulty in abstracting the basic rules for grapheme-phoneme correspondences in English, and even when they have mastered these rules in connection with real words, they still had difficulty applying these rules to pseudowords. In normal development, the learning of these correspondences appears to be consolidated by approximately 9 years of age. However, reading disabled children appear to have a significant and persistent problem with the learning of basic grapheme-phoneme correspondence rules.     

字母词进入词典考论

随着汉语与西方语言接触的增多,字母词便应运而生,从此开始了挺进汉语及其辞书的征程,长达四个世纪之久。然而字母不是汉字,字母词亦不能构成汉语言的核心词汇,认可并使用字母词充其量也只能视为权宜之计,长远来说多数还是要"汉化"。由于汉语在本质上与西语截然不同,西语中的缩略词及所谓的字母词要"汉化"得有一个脱胎换骨的过程,唯有如此,方能吸纳进来以丰富汉语言文化,方能言说、演绎并守护我们的精神家园。     

The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children

The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences, but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills were a strong predictor for both reading and spelling. Another objective of the study was to compare children’s spelling performance in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading and spelling.     

再论汉字的性质

汉字的性质只能根据它的构形原则,而不能根据文字体系中单个符号与语言单位的对应关系确定.它是表意文字,形体与意义之间存在着理据性.词文字(语素文字)不能概括汉字的性质.拼音文字的"字母"与"汉字"不是对等的文字单位.     

原型范畴理论与英语词汇教学的认知观

用原型范畴理论对词汇范畴的形成和一词多义现象从认知角度进行解读,并指出应以基本层次词为参照点掌握上下义层次词;以核心词义为起点建立多义词的意义链;认识英汉在范畴化过程中思维和构词方面的差异及英语特有的构词特点。