非英语专业学生作文中高频词汇的语义韵研究

发布时间：2018-05-17 13:37

本文选题：高频词汇 + 语义韵　；参考：《山西师范大学》2017年硕士论文

【摘要】：传统的外语词汇教学主要侧重于词汇的词性和词义。经过检索和总结自建的非英语专业学生作文语料库和布朗语料库发现,非英语专业学生作文中出现的词汇问题主要为词性的误用和语义的模糊或不和谐。在针对高频动词、名词、形容词和副词的不同语义韵特点进行分析后,发现非英语专业学生作文中高频词汇的使用存在语义韵冲突问题。因此,非英语专业学生作文中高频词汇的语义韵研究对将来的词汇教学意义重大。本文主要研究以下三个问题:(1)学生作文中的高频词汇有哪些?(2)自建的非英语专业学生作文语料库中高频词汇在语义韵方面与布朗语料库的共性和差异是什么?(3)在学生作文中高频词汇在语义韵方面存在的问题以及成因是什么?为回答以上问题,本文首先将山西师范大学2016年大学一年级非英语专业期末作文中的360篇文本,进行收集整理,并自建小型非英语专业学生作文语料库。其库容量为50232。选择语料云作为检索和研究工具。通过检索找出非英语专业学生作文中的高频词汇并以其中的20个关键的高频词汇(4个高频形容词,7个高频动词,4个高频名词和5个高频副词)作为目标词。在语料云中在线检索自建语料库与布朗语料库,将高频词汇的频次、搭配词、关键搭配词、索引和类联接做出整理归纳,分别总结其中的高频词汇、词性运用特点,进而对比发现20个关键高频词汇在自建语料库与布朗语料库中的异同点。最终理清非英语专业学生在语义韵方面出现错误的原因。这样的研究将会对外语词汇的语义韵研究产生一定的启示。研究结果表明:在山西师范大学非英语专业学生作文使用的高频词汇中,有12个词汇呈现积极语义韵,7个词汇呈现中性或错综语义韵,1个词汇呈现消极语义韵。在布朗语料库中,4个词汇呈现积极语义韵,3个词汇呈现消极语义韵,13个词汇呈现中性或错综语义韵。在自建语料库与布朗语料库的所有的20个高频词汇中,12个词汇的语义韵相同,8个词汇的语义韵不同。非英语专业学生作文中高频词汇在语义韵方面的问题主要表现在表达相同语义韵所使用的词汇较为单调和语义韵的冲突。这些问题主要归因于学生词汇量的局限,母语的干扰和语义韵意识的缺失。本文研究能够引导写作词汇的语义韵教学,帮助非英语专业学生提升语义韵意识,避免语义韵冲突。
[Abstract]:Traditional foreign language vocabulary teaching mainly focuses on the part of speech and meaning of vocabulary. By searching and summarizing the composition corpus and Brown corpus of non-English majors, it is found that the main lexical problems in the compositions of non-English majors are misuse of part of speech and vagueness or disharmony of semantics. Based on the analysis of the different semantic prosody characteristics of high-frequency verbs nouns adjectives and adverbs it is found that the use of high-frequency words in the compositions of non-English majors has the problem of semantic prosody conflict. Therefore, the semantic prosody of high frequency vocabulary in the composition of non-English majors is of great significance to vocabulary teaching in the future. This paper mainly studies the following three questions: (1) what are the high frequency words in students' compositions?) what are the similarities and differences between the high frequency words in the composition corpus of non-English majors and the Brown corpus in semantic prosody? What are the problems and causes of high frequency vocabulary in students' compositions in terms of semantic prosody? In order to answer the above questions, this paper firstly collects 360 texts from the final compositions of non-English majors in the first year of Shanxi normal University in 2016, and builds a small composition corpus of non-English majors. Its storage capacity is 50232. The corpus cloud is selected as a retrieval and research tool. By searching for the high frequency words in the composition of non-English majors, 20 key high frequency words (4 high frequency adjectives, 7 high frequency verbs, 4 high frequency nouns and 5 high frequency adverbs) were used as the target words. The self-built corpus and Brown corpus are searched online in the corpus cloud. The frequency, collocation, key collocation, index and class join of high-frequency words are summarized, and the characteristics of high-frequency vocabulary and parts of speech are summarized respectively. Furthermore, the similarities and differences of 20 key high-frequency words in self-built corpus and Brown corpus were found. Finally, the causes of errors in semantic prosody of non-English majors are clarified. Such a study will have some implications for the study of semantic prosody of foreign language vocabulary. The results show that among the high frequency words used by non-English majors in Shanxi normal University, 12 have positive semantic prosody, 7 neutral or complicated semantic prosody, and 1 negative semantic rhyme. In Brown corpus, 4 words show positive semantic prosody, 3 negative semantic prosody and 13 neutral or complex semantic prosody. Of the 20 high-frequency words in the self-built corpus and Brown corpus, 12 have the same semantic prosody and 8 have different semantic prosody. The problems in semantic prosody of high-frequency words in non-English majors' compositions are mainly reflected in the monotony of the words used to express the same semantic prosody and the conflict between semantic prosody and semantic prosody. These problems are mainly attributed to the limitation of students' vocabulary, the interference of their mother tongue and the lack of semantic rhyme consciousness. This study can guide the teaching of semantic prosody of writing vocabulary and help non-English majors to enhance their sense of semantic prosody and avoid the conflict of semantic prosody.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】