英汉学习词典中-ly派生副词词条的收录及设置

发布时间：2018-11-06 13:04

【摘要】：副词是英语中很复杂的一种词类。大部分英语副词是由形容词添加-ly后缀得来的派生副词。由形容词转变而来的-ly副词或派生-ly副词的使用频度高,种类多,涵义丰富,在句子中的位置比较灵活,具有重要的句法功能,对英语学习者具有重要的意义。然而,熟练运用派生-ly副词对中国英语学习者是个难题。现有的英汉学习词典对于派生-ly副词的收录和处理并不系统。因此,本文探究英汉学习词典中派生-ly副词及其相关信息的系统设置问题。本文首先根据派生-ly副词的语义和句法功能将其分为三种类别:句子副词,强调副词和方式副词。其中句子副词再细分为主题导向副词,评估性副词,言语行为副词及情态副词四个小类。本文对派生-ly副词的特点也进行了说明。其次,本文从用户需求的角度进行了一项基于语料库的实证研究。通过分析和对比中国英语学习者语料库(CLEC)和英语本族语布朗语料库(BROWN)中的相关数据,归纳出中国学习者所犯的-ly副词错误。接着通过AntConc软件计算这两个语料库中前十个-ly副词的使用频度,并运用Log-Likelihood值对这些词进行显著性检验。基于错误分析理论,本文探讨了学习者所犯错误的原因,继而发现了学习者对于词典的需要。然后,本文选取四本英汉学习词典考证其对派生-ly副词的呈现情况。一方面对比了直接与中国学生所犯错误相关的副词比较级信息,句法标注,修饰和搭配信息。另一方面也对比了派生-ly副词词条,释义以及其他信息。结果显示同一类型的派生-ly副词没有按照统一的标准收录和呈现。英汉学习词典在这方面的不足之处具体表现在:缺少收录标准和相关前置页,比较级信息不完整,缺少搭配信息以及对-ly形容词和派生-ly副词之间的辨析。最后,本文提出了将词典功能理论和注意假设理论相结合的表征模式。并从词典的框架结构,中观结构及微观结构提出了一系列具体策略,主要包括设置收录标准,插入学习专页,凸显释义和典型例证,增加句法注释和副词搭配专栏,配置相互参照,设置错误警示。这些策略对于词典编纂实践具有参考价值。
[Abstract]:Adverbs are a very complicated part of speech in English. Most English adverbs are derived adverbs from the adjective-ly suffix. -ly adverbs or derivative-ly adverbs transformed from adjectives have high frequency, variety, rich meanings, flexible position in sentences and important syntactic functions, which are of great significance to English learners. However, proficiency in the use of derivative-ly adverbs is a difficult problem for Chinese English learners. The existing English-Chinese learning dictionaries are not systematic in the collection and processing of derived-ly adverbs. Therefore, this paper explores the systematic setting of derived-ly adverbs and their related information in English-Chinese learning dictionaries. According to the semantic and syntactic functions of derived-ly adverbs, this paper divides them into three categories: sentence adverbs, emphasis adverbs and mode adverbs. The subdivision of sentence adverbs into thematic adverbs, evaluative adverbs, speech act adverbs and modal adverbs. This paper also explains the characteristics of derivative-ly adverbs. Secondly, this paper conducts a corpus-based empirical study from the point of view of user demand. By analyzing and comparing the relevant data of (CLEC) and (BROWN), the author concludes the errors of ly adverbs made by Chinese learners. Then the frequency of use of the first ten-ly adverbs in the two corpora was calculated by AntConc software, and the significance of these words was tested by using the Log-Likelihood value. Based on the theory of error analysis, this paper explores the causes of learners' mistakes, and then finds out the learners' needs for dictionaries. Then, this paper selects four English-Chinese learning dictionaries to study the presentation of derivative-ly adverbs. On the one hand, the comparative information, syntactic tagging, modification and collocation information of adverbs directly related to the mistakes made by Chinese students are compared. On the other hand, we compare derivation-ly adverb entry, interpretation and other information. The results show that the derivation-ly adverbs of the same type are not included and presented according to the unified standard. The shortcomings of English-Chinese learning dictionaries in this respect are as follows: lack of standards and related prepages, incomplete comparative information, lack of collocation information and discrimination between-ly adjectives and derivative-ly adverbs. Finally, this paper proposes a representation model combining dictionary function theory with attention hypothesis theory. A series of concrete strategies are put forward from the framework structure, mesoscopic structure and microstructure of the dictionary, including setting up the standard of inclusion, inserting the study page, highlighting the interpretation and typical examples, adding syntactic annotation and adverb collocation column. Configuration cross-reference, set error warning. These strategies have reference value for dictionary compilation practice.
【学位授予单位】：广东外语外贸大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H314.2

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