英语中法语外来词的来源及演变

在英语外来词中,有三分之一是法语外来词,英语中的法语外来词有它的历史、文化渊源.英语中的法语外来词结合英语语言的特点,在一定规则的约束下,在音位、形态、拼写等方面有规律、有系统地进行演变.对英语中的法语外来词进行探源以及分析其演变,有利于更好地理解和运用这些外来词,更深刻地认识语言形成和发展的规律,了解英法文化,促进英、法、汉文化的交流.     

Linguistic awareness skills in grade one children in a French immersion setting

This study examined the ability of children in French immersion and English programs to analyze the internal structure of spoken words in relation to their early reading and spelling abilities in English. Thirty-two children in the first grade were given a modified version of the Auditory Analysis Test, and reading and spelling tasks that included both real words and non-words. Results indicated that French immersion children were more proficient than their English program peers at explicitly analyzing spoken words and that the groups did not differ when reading and spelling orthographically regular real words and non-words. The English program children performed better than their French program peers only when reading orthographically irregular English words. These results demonstrate that second language learning enhances metalinguistic awareness and help to explain why children in immersion programs do not experience long-term difficulty in acquiring English written language skills.     

Cross-language activation of phonology in young bilingual readers

We investigated whether children who were learning to read simultaneously in English and French activate phonological representations from only the language in which they are reading or from both of their languages. Children in French Immersion programs in Grade 3 were asked to name aloud cognates, interlingual homographs, interlingual homophones, and matched control words. Half of the participants performed the task in English, their first oral language, and half performed the task in French. Control monolingual children in each language were also tested. In the French reading task, fewer errors were observed for cognates and interlingual homophones than for matched control words, whereas more errors were produced for interlingual homographs than matched controls. Only the inhibitory interlingual homograph effect was observed in the English reading task. These data provide evidence that phonological activation in bilinguals is not language selective. The locus of each of these effects in the bilingual word recognition system is discussed.     

英语中的法语借词探讨

借词是丰富和发展词汇的重要方法和途径。在英语发展中，有数以万计的法语词汇被借入英语，成为推动英语发展的重要因素。法语词汇大量进入英语，根源于英法两国特殊的历史渊源及频繁的文化交流。根据本土化程度的不同，可以把英语中的法语借词分类为未本土化借词、半本土化借词和完全本土化借词；根据构词法特点，可以分类为词缀借词、复合法借词和仿借合成词。     

你说“Engrish”吗？

我很好奇．为什么你赤身和家人在一起时会感到咖啡这么好喝。这叫什么话？其实这句话原本出现在日本某品牌的咖啡广告上．它很好地展示了被称为“Engrish”的日式英语。     

谈十八、十九世纪英语词汇在意大利语中的渗透

18、19世纪,英语词汇逐步渗透到现代意大利语中,数量仅次于法语词汇。英语词汇对意大利语词汇的影响涉及到政治、时尚、交通运输、体育运动等多个领域,被意大利语吸收的途径和方式也呈现出不同特点。     

德语中外来词的演变与规范

现代德语含有大量的外来词,这是日耳曼文化与欧洲其他文化相碰撞的结果。从历史进程来看,对德语影响较大的语种依次为：古希腊语、拉丁语、法语和英语。外来词在丰富了德语表达方式的同时,也对德语语言的纯洁性构成了一定的威胁。为此,德国人不断对德语中的外来词加以规范。其规范的主要原则有：一、需要的原则;二、意义明确的原则;三、文字标准化原则。     

Linguistic analysis and reading skills of first graders in partial French and Hebrew immersion programs

This study compared the performance of 45 first graders in partial French immersion, partial Hebrew immersion, and traditional English programs on measures of linguistic analysis ability and early reading skills in English. A modified version of the Auditory Analysis Test (Rosner and Simon, 1971) established that both French and Hebrew immersion children were more proficient than their English program peers at explicity analyzing the internal structure of spoken words. Subjects in the Hebrew program read non-words more successfully than either of the other two groups, and read orthographically regular real words better than the control subjects. These results suggest that second language learning, even in a partial immersion setting, enhances linguistic awareness. The potential implications for reading skill acquisition are discussed.This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada.     

论英语中的法语借词及其对英语文体的影响

英语中本族语词汇与大量的法语借词和谐地交织在一起,为英语多样化的文体实现提供了丰富的表达手段,而现代英语中的不同文体在很大程度上是由不同来源的词汇所决定的。     

法英汉颜色词的文化涵义

由于各民族的文化背景存在差异,因此不同语言所折射出的文化涵义也不尽相同。将法、英、汉语中的颜色词进行比较可以反映出上述特点。了解词语背后的文化涵义可以更好地促进各民族问的文化交流和融合。     

从语义学角度谈词汇教学

本文从词源学与词义角度分析英语词汇的构成与意义，以期帮助学习者找到记忆词汇的好办法。在词源方面，以例透析了英语词汇大部分来自于法语、德语与拉丁语等，应了解某些词缀的含义，这样在认识与记忆词汇方面便可以以组群为单位，联想记忆；在词汇的意义方面，试析了英语词汇的概念意义与关联意义，探讨了用词时一定要考虑情境，做到语言得体。     

The impact of L1 writing system on ESL knowledge of vowel and consonant spellings

Orthographic knowledge, the general ability to learn, store, and use information about the orthographic form of words (Stanovich & West, 1989), is a crucial skill for supporting literacy. Although the development of first language (L1) orthographic awareness is impacted by the characteristics of a learner’s L1 writing system, relatively little is known about what impact the L1 may have on second language (L2) orthographic awareness. In this study, English language learners from three L1s (French, Hebrew, Mandarin Chinese), plus L1 English speakers, were tested on their English spelling knowledge using a word-pseudohomophone discrimination task. In addition to allowing for the cross-linguistic comparisons, items were designed to examine whether learners had differing performance on pseudohomophones (misspellings) that targeted vowels versus consonants. Consistent with previous research (e.g., McBride-Chang, Bialystok, Cong, & Li, 2004), the L1 Chinese speakers had the highest (L2) accuracy, followed by the L1 Hebrew and the L1 French speakers. The participants from non-alphabetic languages (Hebrew and Chinese) had significantly lower accuracy on items with misspellings involving vowels compared to consonants, and the size of the vowel-consonant accuracy difference varied substantially across L1 groups. The results demonstrate that the characteristics of a learner’s L1 writing system, particularly the existence of vowel and consonant graphemes, impact the development of L2 orthographic knowledge and sensitivity to different types of word misspellings.     

‘So she has been educated by a vulgar,silly, conceited French governess!’ Social anxieties,satirical portraits,and the eighteenth‐century French instructor

Maria Edgeworth’s pedagogical short stories ‘Mademoiselle Panache’ (1800, 1801) and ‘The Good French Governess’ (1801) portray contrasting French instructors, and illustrate a transformation in English girls’ education in French at the end of the eighteenth century. While ‘Mademoiselle Panache’ looks back to the disingenuous French instructors of eighteenth‐century comedy, demonstrating English anxieties about the supposedly corrupting influence of the French on young girls, ‘The Good French Governess’ shows the positive influence of French émigrés in late eighteenth‐century French instruction. In contrast to critical assumptions that the English public’s outraged response to the French Revolution terminated English interest in all things French, these and other contemporary texts show that English girls’ education in French was not diminished by anti‐Jacobin attitudes, and indeed flourished into the nineteenth century.     

支流（1767年）

哈里·戈登船长去了河堤（1766年）之城后写道：“我们离开了新奥尔良……那天晚上在支流（Bayoue）边过夜。”正如路易斯安那本身在1803年成为美国疆土那样,戈登船长的日记中有两个路易斯安那地区的法语词后来也成为了美国英语中的用词,bayou是第二个。     

英汉动物词汇的文化内涵对比分析

在人类文明历史的发展进程中,人与动物频繁接触。因此在人类语言中存在着大量的反映动物名称的词。它们形象、生动、直观,大大地丰富了人类语言。一方面,由于英汉文化的相通性和思维方式的相似性,对同一动物词会产生相同或相似的喻义;另一方面,由于英汉民族不同的文化背景及民族文化的个性,对同一动物会产生不同的联想,使同一动物词具有不同的内涵意义;有时,英汉语会用不同的动物词表示相同的意义。因此,分析英汉动物词汇的文化内涵,对于更好地掌握英语语言,顺利地进行跨文化交际很有必要。     

Spelling pronunciation and visual preview both facilitate learning to spell irregular words

Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based training, the efficacy of spelling pronunciations and previewing the spelling patterns on learning to spell loan words in Dutch, originating from French and English, was examined in skilled and less skilled spellers with varying ages. Reading skills were taken into account. Overall, compared to normal pronunciation, spelling pronunciation facilitated the learning of the correct spelling of irregular words, but it appeared to be no more effective than previewing. Differences between training conditions appeared to fade with older spellers. Less skilled young spellers seemed to profit more from visual examination of the word as compared to practice with spelling pronunciations. The findings appear to indicate that spelling pronunciation and allowing a preview can both be effective ways to learn correct spellings of orthographically unpredictable words, irrespective of age or spelling ability.     

Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension

Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of Grade 1 and again at the end of Grade 2. Children were administered a cognate awareness task in French, in which they were asked to decide whether a French word had a cognate in English. Overall, performance on the cognate awareness task was significantly above chance at both time points, and it improved overtime. Thus, for the majority of the participants, cognate awareness was evident as early as first grade. Regressions revealed that cognate awareness measured in Grades 1 and 2 made a significant contribution to Grade 2 French reading comprehension, beyond multiple controls. The results of the study suggest that cognate awareness is a unique aspect of second-language reading comprehension in young bilingual children.     

The effects of bilingualism on learning to read English: evidence from the contrast between Urdu‐English bilingual and English monolingual children

Learning to read in a shallow alphabetic orthography such as Urdu may depend primarily on phonological processing skills, whilst learning to read in a deeper orthography, such as English, may place more reliance on visual processing skills. This study explores the effects of Urdu on the acquisition of English literacy skills by comparing the reading, memory and phonological processing skills of bilingual Urdu‐English and monolingual English children (7–8 years). The bilingual children had more difficulty in reading irregular English words, but were better at reading regular words and nonwords compared to the monolinguals. The poor performance of the bilingual children with irregular English words was linked to their poor visual memory skills, whilst their good performance with regular words and nonwords was related to the presence of enhanced phonological skills. The results demonstrate the transfer of first language skills to reading development in a second language. In English, first language skills can facilitate the development of either lexical or non‐lexical routes to reading.     

运用对比法教英语单词

在教学中，我们发现学生记忆单词有一定的难度，记忆英语单词需要一定的技巧．教学实践证明，有些英语单词具有相似或相对的特征，记忆意义相对或相近的事物，比记忆不相联系的事物的效果要好很多。由此可以运用对比的教学方法来帮助学生记忆单词．     

基于功能语言学理论的英语词汇学习

英语词汇是英语学习中最为重要的方面之一。本文分析了英语词汇学习的重要性,深入探讨了功能语言学理论及其对英语词汇学习的指导意义,以期能帮助提高英语学习者的词汇量和词汇运用能力。