英语学习型词典典型词例的选取

论文摘要

论文主要探讨以下问题：(1)哪些因素影响英语学习型词典词例的选取?(2)这些因素如何影响典型词例的选取和呈现?(3)词典编纂者应当采取哪些策略确保选例的典型性? 在词例作为语篇的研究框架中，可确定至少有五个因素影响选例，即用例的意图、词例的语言信息量、词例的源语篇、词例所适配的词典语篇以及特定词典用户对词例的需求等。因此，典型词例的选取须满足意图性、信息性、衔接性和可接受性等要求。典型词例总是饱含编纂意图。选例能否传达明确的意图，很大程度上取决于词典编纂者是否正确预测用户在何种情况下可能查询目标词，是否意识到解码意图的词例与编码目的的词例起着不同的作用。就词例的信息性而言，词典编纂者须考虑语料库检索工具在词例选取中的运用以及相关的语言学理论对词例选取的启示。一些高效的检索工具，如WordSmith，Word Sketch Engine和FrameNet等，可直接用于提取信息量大的词例。而信息丰富的词例通常显示目标词的语义、搭配和(或)句法信息。框架语义学阐明了词汇单位的典型框架以及框架成分，对于如何选取语义信息突出的典型词例有着指导作用。相关的短语搭配研究则有助于选取搭配信息充分的词例。配价理论和句法转换理论中的一些规则对于词例的选择起着句法制约作用。词例与源语篇之间的衔接问题主要是指示语的处理问题。根据调查，人称指示语通常在词例中保留。具有口语语篇标记的方位指示语here和there很少出现在词例中。词例的时态(即时间指示语)通常限于一般现在时和一般过去时；其它类型的时态除非受动词语义的影响，很少在词例中使用。有关词例与词典语篇的衔接，编纂者须考虑词典语篇中的其它因素，如词频、词性、词义以及词的语体、感情色彩、地域性、时间性、语域等，对词例选取的影响。英语学习型词典一般例释无标记的高频词的用法。但为了满足一些用户的特殊查询需求，具有语体或感情色彩标记的词有时也配例。一个无标记的词通常每一义项配有两个以上的例子，而一个有标记的词通常每两个义项

论文目录

Acknowledgements

Abstract

摘要

List of Tables

List of Figures

Abbreviations

Chapter One Introduction

1.1 Rationale for the Present Research

1.2 Overview of Exemplification Research

1.3 Research Objectives

1.4 Research Methodology

1.5 Research Framework

1.6 Outline of the Dissertation

Notes to Chapter One

Chapter Two Intentionality of Illustrative Examples

2.1 Evidence for the Functions of Illustrative Examples

2.1.1 Psycholinguistic Evidence

2.1.2 Empirical Evidence

2.2 Nature of Illustrative Examples

2.2.1 Infinite Utterances vs. Prototypical Examples

2.2.2 Syntagmatic Relationship vs. Paradigmatic Relationship

2.3 Classification of Examples' Functions

2.3.1 Descriptive Approach

2.3.2 User-oriented Approach

2.3.3 A Refined Classification of Examples' Functions

2.3.4 A Case Study of the Illustrative Examples for the Word monopoly

2.3.5 Discussion

2.4 Evincing Lexicographical Intentions in Illustrative Examples

2.5 Conclusion of Chapter Two

Notes to Chapter Two

Chapter Three Informativity of Illustrative Examples

3.1 Impacts of Technological Innovations on the Choice of Dictionary Examples

3.1.1 Manual Collection of Data

3.1.2 Computer Corpus and KWIC Concordancing

3.1.3 Word Sketch Engine

3.1.4 FrameNet Concordancing

3.1.5 Summary of the Technological Advances

3.2 Semantic Information in Illustrative Examples

3.2.1 Overview of Frame Semantics

3.2.2 Implications of Frame Semantics for Lexicography

3.2.3 Application of Frame Semantics to Exemplification: A Case Study of the Word conclude

3.2.4 Procedures for Selecting Informative Examples from Corpus

3.3 Combinatory Information in Illustrative Examples

3.3.1 Significance of Word Combinatory Information in Linguistics and in Lexicography

3.3.2 Classification of Word Combinations: An Overview

3.3.3 Approaches to Phraseological Study

3.3.4 Method

3.3.5 Results

3.3.5.1 Types of Word Combinations in Illustrative Examples in the "Big Five"

3.3.5.2 "Big Five" vs. Combinatory Dictionaries

3.3.5.3 "Big Five" vs. BNC

3.3.5.4 NECD3 vs. "Big Five"

3.3.5.5 Learners' Dictionaries vs. CLEC

3.3.6 Discussion

3.3.7 Principles of Exemplifying Collocations

3.4 Syntactic Information in Illustrative Examples

3.4.1 Overview of Lexicogrammars

3.4.1.1 Word Grammar

3.4.1.2 Lexical Functional Grammar

3.4.1.3 Valence Theory

3.4.1.4 Alternations of Verb's Complement Structures

3.4.2 Treatment of Syntactic Information in Illustrative Examples in the "Big Five"

3.4.2.1 Complements/Adjuncts in the Example Sentences in the "Big Five"

3.4.2.2 Verb Alternations in the Example Sentences in the "Big Five"

3.5 Conclusion of Chapter Three

Notes to Chapter Three

Chapter Four Cohesion between the Illustrative Example and the Source Text

4.1 Introduction

4.2 Relevant Studies

4.2.1 Theoretical Underpinnings

4.2.2 Critique of Relevant Research

4.3 Method

4.4 Results

4.4.1 Number of Example Sentences in the Sample Data

4.4.2 Person Deictic Expressions in Example Sentences

4.4.3 Place Deictic Expressions in Example Sentences

4.4.4 Time Deictic Expressions in Example Sentences

4.5 Discussion

4.5.1 Person Deictics from a Perspective of Information Structure Theory

4.5.2 Here and there: Markers of Simultaneous Spoken Discourse

4.5.3 Conditions for Using Minor Types of Verb Tenses

4.6 Conclusion of Chapter Four

Notes to Chapter Four

Chapter Five Cohesion between the Illustrative Example and the Dictionary Text

5.1 Relevant Studies

5.2 Method

5.3 Results

5.3.1 Effects of the Word Frequency, Part-of-Speech and Word Meaning on the Exemplification

5.3.2 Effects of the Regionalism on the Exemplification

5.3.3 Effects of the Word's Subject Field on the Exemplification

5.3.4 Effects of the Word's Currency on the Exemplification

5.3.5 Effects of the Word's Style on the Exemplification

5.3.6 Effects of the Word's Attitude on the Exemplification

5.3.7 Summary of the Results

5.4 Discussion

5.5 Conclusion of Chapter Five

Notes to Chapter Five

Chapter Six Acceptability of Illustrative Examples to EFL Learners

6.1 Relevant Studies

6.1.1 User's Needs for Examples

6.1.2 Effectiveness of Different Types of Examples in Language Learning Tasks

6.1.2.1 Nesi's Experiment on the Effectiveness of Examples in Language Production Tasks

6.1.2.2 Invented Example vs. Corpus-based Example

6.1.2.3 Laufer's Experiment on the Effectiveness of the Invented Example and the Corpus-based Example

6.1.2.4 Phrasal Example vs. Sentence Example

6.1.3 Effects of the User's Proficiency Level and the Background Knowledge on the Selection of Examples

6.1.3.1 Effects of the User's Proficiency Level on the Selection of Examples

6.1.3.2 Effects of the Cultural Messages in Examples on the User

6.1.4 Summary of Previous Studies

6.2 Method

6.3 Results

6.3.1 Results from the Questionnaire Survey

6.3.2 Results from the Erroneous Structure "although…but…"

6.4 Discussion: Theorizing the Results with Relevance Theory

6.4.1 Overview of Relevance Theory

6.4.2 Interpreting with Relevance Theory the Criterion of Acceptability for Illustrative Examples

6.5 Conclusion of Chapter Six

Notes to Chapter Six

Chapter Seven Conclusions

7.1 Main Findings

7.2 Implications

7.2.1 Implications for the Practice of Dictionary Exemplification

7.2.2 Implications for the Development of Metalexicographical Theory

7.3 Limitations of the Present Study and Suggestions for Further Research

7.4 Concluding Remarks

to_believe of the Lexical Unit conclude in the FrameNet Database'>Appendix 1.1 Semantic Valence Structure of the Frame Coming_to_believe of the Lexical Unit conclude in the FrameNet Database

end of the Lexical Unit conclude in the FrameNet Database'>Appendix 1.2 Semantic Valence Structure of the Frame Process_end of the Lexical Unit conclude in the FrameNet Database

Appendix 1.3 Definitions and Examples for the Entry Word conclude in the "Big Five"

Appendix 2 Collocations Overlapping in the Sample Illustrative Examples in the "Big Five"

Appendix 3.1 Treatment of Indefinite Object Alternation in the Sample Entries in the "Big Five"

Appendix 3.2 Treatment of Causative/Inchoative Alternation in the Sample Entries in the "Big Five"

Appendix 3.3. Treatment of Reflexive Alternation in the Sample Entries in the "Big Five"

Appendix 3.4 Treatment of Reciprocal Alternation in the Sample Entries in the "BigFive"

Appendix 3.5 Treatment of Characteristic Property Alternation in the Sample Entries in the "Big Five"

Appendix 3.6 Treatment of Instrument Alternation in the Sample Entries in the "Big Five"

Appendix 3.7 Treatment of Locative/Transposed Alternation in the Sample Entriesin the "Big Five"

Appendix 3.8 Treatment of Dative Alternation in the Sample Entries in the "Big Five"

Appendix 4.1 Effects of the Regionalism on the Exemplification

Appendix 4.2 Effects of the Word's Subject Field on the Exemplification

Appendix 4.3 Effects of the Word's Currency on the Exemplification

Appendix 4.4 Effects of the Word's Style on the Exemplification

Appendix 4.5 Effects of the Word's Attitude on the Exemplification

Appendix 5 Questionnaire: Chinese EFL Learners' Needs for Dictionary Examples

References

英语学习型词典典型词例的选取

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