论词汇象似性与英语词汇教学

认知语言学认为语言的形式和意义之间存在象似性,语言学界把这种象似性理解为语言的理据性和可论证性,并认为象似性是语言的一种本质属性。基于象似理论,文章从语音、形义以及词源文化层面剖析了词汇的象似性特征,并探讨了象似观下的英语词汇教学。     

Parental estimates of children's receptive vocabulary

Samples of 13 mothers and fathers of normal preschool children and 11 mothers of high-risk preschool children estimated their children's vocabulary ability by predicting their child's responses to individual PPVT-R items and by making a global rating of their child's vocabulary ability. Prior to the parental estimations, the children had been administered the PPVT-R. Accuracy of parental estimates, as measured by d', was low, although the mothers' average estimates were significantly higher than zero and higher than fathers' estimates. Accuracy of estimation was similar for mothers of normal preschoolers and for mothers of high-risk preschoolers. Time spent reading to the child, mothers' employment, and children's ability level were not related to parental accuracy. Although correlations between the children's scores and parental estimates all were significant, parents tended to overestimate their children's abilities by approximately 9 to 10 points on the average. Overall, parental estimates of their children's vocabulary ability, using a global rating scale, provide a somewhat useful measure for placing their children in a broad classification range.     

Fine-grained auditory discrimination and performance on tests of receptive vocabulary and receptive language

This research investigated the relation between children’s performance on two measures of receptive language and children’s auditory discrimination of consonant-vowel sounds having frequency and temporal acoustic differences. The measures of fine-grained auditory discrimination produced significant multiple regression coefficients against both receptive vocabulary (Peabody Picture Vocabulary Test-Revised) and receptive language (Token Test for Children) scores. Validation analyses conducted by predicting receptive vocabulary and language scores for a new sample of children and relating them to the actual scores led to significant outcomes. It was concluded that fine-grained auditory discrimination is particularly important in the relatively early stages of language learning. The cooperation of the participating children, teachers, principals, and school district administrators is gratefully acknowledged. This research was supported, in part, by a grant from NINCDS (NIH).     

Vocabulary,Sentences and Words: testing for agreement between two recent measures of reading performance and receptive vocabulary

Summary This paper reports a small scale study looking at levels of agreement between two measures of reading and one of receptive vocabulary in a sample of first year junior pupils.     

Sign language vocabulary development practices and internet use among educational interpreters

Sign language interpreters working in schools often face isolation in terms of their sign language vocabulary development opportunities. The purposes of this study were to determine the key demographic characteristics of educational interpreters in British Columbia, to identify the resources they use to learn new vocabulary, and to shed light on their Internet use and access levels, with a view to exploring the viability of this resource as a tool for vocabulary development for interpreters working in educational settings. Key demographics associated with interpreters' access to time and materials in advance of a lesson were job title and graduation from an interpreter training program. Interpreters with job titles that reflected their status as interpreters had more preparatory time each week than interpreters who had job titles focused on their roles as educational assistants. Interpreters overwhelmingly expressed the need for continuing professional development with respect to vocabulary development. In terms of the resources currently used, human resources (colleagues, deaf adults) were used significantly more often than nonhuman (books, videotapes, Internet). The resource use results showed that convenience was more important than quality. Books were used more often than videotapes, CD-ROMs, and the Internet, although the latter three had higher percentages of very satisfied users than did books. The design and content of online vocabulary resources and limited interpreter preparation time were identified as current issues keeping the Internet from reaching its potential as an easily accessible visual resource. Recommendations aimed at enhancing the viability of the Internet as a vocabulary development tool for educational interpreters are discussed.     

Influence of contexts on vocabulary testing

In vocabulary testing, whether to adopt context is a heat-debated topic. In the article, an experiment is designed to investigate what is the effect of zero context and sentence context on the vocabulary testing？ And how do the different kinds of context in vocabulary affect the subjects＇ performance？ The experimental result demonstrates that sentence plays an important role in helping text-takers to figure out the correct meaning or target words.     

产出性和接受性词汇知识对阅读理解影响的相关研究

词汇是语言的基本组成要素之一,对语言学习十分重要。鉴于词汇知识对语言学习的重要性,国内外存在较多关于词汇知识和听说读写等语言技能学习之间关系的研究,但研究结果呈现多样化。本研究针对低能力水平英语学习者,从接受性和产出性的词汇知识角度,探讨词汇知识与阅读理解之间的关系。     

Comparison of Hualapai school children to national norms on measures of receptive vocabulary and verbal ability

Performance differences on receptive vocabulary and general verbal reasoning ability of Hualapai Indians as compared to national norms were investigated. The Peabody Picture Vocabulary Test Revised and the Verbal portion of the Cognitive Abilities Test, Form 4 were administered to 206 Hualapai Indian children ranging in age from 5 years, 3 months to 15 years, 7 months. Their performance was compared at each grade level to the national norms for these measures. Results indicated that Hualapai children score significantly lower on both measures of verbal ability when compared to national samples. Results provide a long-needed archival record of the English language proficiency of the Hualapai, and support the notion of homogeneity of English language facility across American Indian tribes. Contributing factors to Hualapai and other Native American populations' weaker performance on measures of verbal ability are discussed.     

Low-income minority mothers’ and fathers’ reading and children's interest: Longitudinal contributions to children's receptive vocabulary skills

Using data from a diverse sample of low-income African American and Latino mothers, fathers, and their young children who participated in Early Head Start (n = 61), the current study explored the association between parents’ reading quality (i.e. metalingual talk) while reading with their 2-year-old children and their children's receptive vocabulary skills at pre-kindergarten. It further examined whether children's interest in reading mediated this association. There were three main findings. First, most mothers and fathers in our sample read relatively often to their children (a few times a week) and used some metalingual talk; fathers used more than mothers. Second, controlling for parental education, mothers’ and fathers’ early reading quality significantly predicted children's receptive vocabulary skills at pre-kindergarten. Third, children's interest in reading mediated the association between mothers’ and fathers’ reading quality and children's receptive vocabulary scores. These findings have important implications for programs aimed at fostering low-income children's vocabularies and suggest that both mothers and fathers need to be included in programs.     

Sign language interpreter training, testing, and accreditation: an international comparison

The article explores sign language interpreter training, testing, and accreditation in three major English-speaking countries, Australia, the United Kingdom, and the United States, by providing an overview of the training and assessment of sign language interpreters in each country. The article highlights the reasons these countries can be considered leaders in the profession and compares similarities and differences among them. Key similarities include the provision of university interpreter training, approval for training courses, license "maintenance" systems, and educational interpreting guidelines. Differences are noted in relation to training prerequisites, types and levels of accreditation, administration of the testing system, and accreditation of deaf interpreters. The article concludes with predictions about future developments related to the establishment of the World Association of Sign Language Interpreters and the development of sign language interpreting research as a research discipline.     

汉英词汇联想意义差异和词汇空缺

词汇的联想意义是一种概括性术语,在不同文化中,词汇具有相同或不同的联想,甚至会出现某一词汇在另一文化中难以找到或没有对应词的现象,了解这种现象,对词汇学习是极其重要的。     

作文与词汇

能否恰当选用词汇,可看出作者驾驭语言的能力。有了丰富的词汇。才能表情达意。克服词汇贫乏的症结．最可行的办法是多读书、多摘录、多练笔;另一办法是注意口语。语言是随着社会发展而发展的。词汇相应地也会增多．所以我们也应该不断吸收新的词汇,用来丰富充实自己的语言“仓库”。同时应注意词汇的健康化和规范化。     

中国古汉语中隐喻象似性的分析

隐喻不只是一种表达方式,隐喻象似将隐喻视为象似的范畴,是人类基本的思维方式和认知工具,对语义的衍生和发展具有一定作用。本文以中国古汉语为研究对象,通过象似性理论,认知隐喻学等来探讨隐喻象似性在在中国古汉语中的应用。     

象似性原则对网络用语的分析

根据象似性原则对网络流行语言进行分析。象似性分为拟象似性、字词象似性、句子象似性、及语义象似性。网络用语对人们生活中的影响日益增强。     

论网络词汇及其对现代汉语词汇影响

随着信息时代的来临和网络的广泛普及,网络语言的出现彻底改变了人们的日常交往形式。作为网络语言的核心组成,网络词汇在某种程度上标志着网络文化的特质及独特存在。网络词汇的产生及演变是内外因共同作用的结果,它将在可预见的未来几十年里,对现代汉语词汇的发展产生重要的影响。     

英语词汇量的增长与记忆

在英语学习中 ,词汇是非常重要的。要想尽快扩大词汇量 ,我们必须了解词汇的增长方式 ,从而找出最好的记忆方法。     

Relationships of naming skills to reading,memory, and receptive vocabulary: Evidence for imprecise phonological representations of words by poor readers

The main hypotheses addressed in the research were (1) whether imprecision in the phonological representations of lexical items underlies the impaired expressive naming abilities of disabled readers, and (2) whether weak verbal memory might mediate the relationship between naming and reading skills. From samples of 93 first graders and 67 fourth graders, extreme groups of good and poor readers were identified and compared on measures of receptive vocabulary, expressive naming, acceptability judgments for variants of object names, imitation and correction of naming errors by another speaker, pseudoword repetition, and long-term memory. Performance was generally better by older than younger students and by good than poor readers at each age, with little interaction between grade and reader group. The results indicated that for both good and poor readers, imprecise phonological knowledge, especially about long words, contributed to children’s difficulties on all naming tasks. Memory differences, however, appeared to play only a minor role in explaining the strong association between naming and reading.     

语言符号的二维性质--任意性与象似性

近年来象似性的呼声越来越高,似有压倒任意性学说之势。文章就此二性的一些争论性问题提出自己的见解;认为任意性与象似性都普遍存在,二者的辩证关系是同为语言符号的二雏性质,互为基础,互相制约。指出二者如何在语言符号系统的产生和运作中发挥作用似乎更为重要。同时指出在讨论该问题时还存在着一些概念上的混淆,有待进一步深入研究。     

试论自然手语和文法手语的几个问题

文章通过对“自然手语”和“文法手语”概念的分析,指出了目前在聋教育界对“自然手语”概念理解的几种错误:目前聋教育界对“自然手语”有使用范围和理解过窄、评价过低;对“文法手语”有使用范围和理解过宽、评价过高。重申了在各级聋校使用“聋人手语”为教学语言建议。     

施指与符号

在索绪尔那里,符号是施指和所指的结合体。考诸施指一词后来的实际用法,不难看到,人们仍然大致是在符号的意义上使用施指的。其中的缘由,有考察的必要。