论用户视角下英汉学习词典中的标注

论文摘要

本研究尝试利用词典交际论和关联理论来探讨英汉学习词典中的标注。本研究将以这两个理论为基础,提出学习词典标注的评价标准。借助评价标准,本研究对五部英语学习词典和五部英汉学习词典的标注进行评价与比较,并提出了适用于英汉学习词典标注的处理模式。标注的处理在词典编纂中不容忽视,因为标注是展现意义的重要手段之一。首先,本研究讨论了标注在词典中的重要性,并针对标注做了实证研究。通过问卷调查,本研究调查了词典用户使用词典的习惯以及他们对词典中标注的评价。结果显示,当代英汉词典的标注处理还不能够令用户满意。现今,词典用户在词典编纂中占有越来越重要的地位。一本词典是否能够满足用户的需求已成为评价词典质量的一个重要标准。对“用户友善”的追求使词典编者重新思考了词典编纂中的若干问题。以“用户视角”为出发点,以词典交际论和关联理论为理论根基,本研究分析了在词典标注中关联产生的前提、产生的方式以及关联度,并最终提出了学习词典中标注的评价标准——“关联”。结合词典用户,评价标准可以详细地表述为:词典标注应该与用户对源语言的基本认知需求、全方位认知需求(针对英语学习词典)、对词义对等的需求(针对英汉学习词典)、以及用户的语言认知能力和检索能力相关联。根据标注的评价标准,本研究评价并对比分析了五部英语学习词典以及五部英汉学习词典,揭示了其中标注处理的优缺点,并尝试性地提出了改进意见,提出了英汉学习词典标注的处理模式。本研究的目的在于改进英汉学习词典中的标注,创造更有效的标注呈现方式,使之更符合用户的需求,进而提升词典的整体编纂质量。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Contents
• Tables and Figures
• Abbreviations
• Chapter One Introduction
• 1.1 Introduction
• 1.2 Literature review
• 1.2.1 Current researches
• 1.2.2 Research deficiencies
• 1.3 The rationale
• 1.4 Research questions
• 1.5 Research methodology
• 1.6 General framework of the thesis
• Chapter Two The Importance of the Glosses and the Gloss Treatment in ECLDs
• 2.1 The concept of “gloss”
• 2.2 The importance of the glosses
• 2.2.1 The gloss and word meaning
• 2.2.1.1 The viewpoints on word meaning
• 2.2.1.2 The relationship between the gloss and word meaning
• 2.2.2 The functions of the gloss
• 2.2.2.1 To provide semantic meaning
• 2.2.2.2 To provide grammatical meaning
• 2.2.2.3 To provide pragmatic meaning
• 2.2.2.4 To provide cultural meaning
• 2.3 Gloss treatment in ECLDs
• 2.3.1 An overview
• 2.3.2 Gloss treatment in ECLDs: the user perspective
• 2.3.2.1 A questionnaire
• 2.3.2.2 The analysis of the questionnaire
• Chapter Three The Evaluation Criteria of the Glosses in English LDs
• 3.1 Introduction
• 3.2 Theoretical foundations
• 3.2.1 Communicative Theory of Lexicography
• 3.2.2 Relevance Theory
• 3.3 The “relevance”in dictionary glosses
• 3.3.1 The prerequisite to “relevance”in dictionary glosses
• 3.3.2 The formation of “relevance”in dictionary glosses
• 3.3.2.1 Cognitive context
• 3.3.2.2 Cognitive context in lexicographic communication
• 3.3.2.3 The formation of “relevance”in dictionary glosses
• 3.3.3 Degree of “relevance”in dictionary glosses
• 3.4 The Evaluation Criteria of the glosses in English LDs
• 3.4.1 Introduction
• 3.4.2 Evaluation Criterion one
• 3.4.3 Evaluation Criteria two
• 3.4.3.1 Evaluation Criterion two for EMLDs
• 3.4.3.2 Evaluation Criterion two for ECLDs
• 3.4.4 Evaluation Criterion three
• 3.4.5 Evaluation Criterion four
• 3.5 Conclusion
• Chapter Four Comparative Analysis of the Glosses in Current Mainstream EMLDs and ECLDs Based on the Evaluation Criteria
• 4.1 Introduction
• 4.2 Gloss treatment in current mainstream EMLDs
• 4.2.1 An overview
• 4.2.2 Longman Dictionary of Contemporary English （Third Edition）
• 4.2.3 Oxford Advanced Learner’s Dictionary （Sixth Edition）
• 4.2.4 Macmillan English Dictionary for Advanced Learners
• 4.2.5 Cambridge Dictionary of American English
• 4.2.6 Collins COBUILD English Dictionary
• 4.3 Gloss treatment in current mainstream ECLDs
• 4.3.1 An overview
• 4.3.2 A New English-Chinese Dictionary
• 4.3.3 A Multi-purpose English-Chinese Dictionary for Study
• 4.3.4 New Age English-Chinese Dictionary
• 4.3.5 The New Century Multi-functional English-Chinese Dictionary
• 4.3.6 New English-Chinese Dictionary for College Students
• 4.4 Comparative analysis of the glosses in current mainstream EMLDs and ECLDs based on the Evaluation Criteria
• 4.4.1 Introduction
• 4.4.2 The analysis of the glosses in current mainstream EMLDs based on the Evaluation Criteria
• 4.4.2.1 To evaluate according to Evaluation Criterion one
• 4.4.2.2 To evaluate according to Evaluation Criterion two for EMLDs
• 4.4.2.3 To evaluate according to Evaluation Criterion three
• 4.4.2.4 To evaluate according to Evaluation Criterion four
• 4.4.3 The analysis of the glosses in current mainstream ECLDs based on the Evaluation Criteria
• 4.4.3.1 To evaluate according to Evaluation Criterion one
• 4.4.3.2 To evaluate according to Evaluation Criterion two for ECLDs
• 4.4.3.3 To evaluate according to Evaluation Criterion three
• 4.4.3.4 To evaluate according to Evaluation Criterion four
• 4.5 Conclusion
• Chapter Five Tentative Suggestions for Gloss Treatment in ECLDs Based on the Evaluation Criteria
• 5.1 Introduction
• 5.2 Tentative suggestions for gloss treatment in ECLDs based on Evaluation Criteria
• 5.2.1 Tentative suggestion from Evaluation Criterion one
• 5.2.1.1 To provide the glosses with the aid of corpus
• 5.2.2 Tentative suggestions from Evaluation Criterion two for ECLDs
• 5.2.2.1 To provide semantic glosses for equivalence of semantic meaning
• 5.2.2.2 To provide grammatical glosses for equivalence of grammatical meaning
• 5.2.2.3 To provide pragmatical glosses for equivalence of pragmatic meaning
• 5.2.2.4 To provide cultural glosses for equivalence of cultural meaning
• 5.2.3 Tentative suggestions from Evaluation Criterion three
• 5.2.3.1 To make the glosses understandable
• 5.2.3.2 To establish a “Gloss”column in the macrostructure of ECLDs
• 5.2.4 Tentative suggestions from Evaluation Criterion four
• 5.2.4.1 To unify the wording and terms in the glosses
• 5.2.4.2 To add “signpost”in the entry
• 5.2.4.3 To make the format of the glosses consistent
• 5.3 A model of gloss treatment in ECLDs from the User Perspective
• 5.4 Tentative samples of the glosses in ECLDs
• 5.5 Conclusion
• Chapter Six Conclusion
• 6.1 General views in retrospect
• 6.1.1 Summary of the present study
• 6.1.2 Major issues solved in the present study
• 6.1.2.1 The importance of the glosses
• 6.1.2.2 The gloss treatment in ECLDs from the User Perspective
• 6.1.2.3 The application of Communicative Theory of Lexicography and Relevance Theory in gloss treatment
• 6.1.2.4 The interpretation of “relevance”in dictionary glosses
• 6.1.2.5 The proposition of Evaluation Criteria of the glosses in English LDs
• 6.1.2.6 A tentative gloss treatment model for ECLDs
• 6.2 Innovations and limitations of the present study
• 6.2.1 Innovations
• 6.2.2 Limitations
• 6.3 Suggestions for further study
• Bibliography
• Appendix I
• Appendix II
• Appendix III
• Appendix IV