英语和蒙语构词法对比研究

发布时间：2017-04-28 04:14

本文关键词：英语和蒙语构词法对比研究，由笔耕文化传播整理发布。

【摘要】：要充分了解语言之间的差别,必须对不同语言进行分析和研究。王力先生(1985)就曾指出,外语教学“最有效的方法就是中外语言的比较教学”。由此可以看出对比分析与语言教学的关系十分密切,它能帮助教师确定教学的重点和难点、增强教学的预见性和针对性对于学习者来说,适当地了解一些母语和所学外语的特点,可以帮助他们减轻学习中的盲目性、增强自觉性、有利于他们排除母语习惯的负迁移作用,从而达到正确运用外语的目的(何善芬,2002)。对比研究英语和蒙语的构词规律,不但有利于进一步认识两种语言构词法的普遍性和特殊性,提高英语习得的成就,而且会大大促进英语词汇教学。本文以现代语言学理论为指导,通过对比分析和举例说明的方法,对英语和蒙语构词法进行了全方位系统探讨和对比研究。本文首先探讨和对比研究英语和蒙语四种相同的构词法：派生法,合成法,拼缀法和拟声法。接下来探讨英语和蒙语不同的构词法。最后本文讨论英语和蒙语构词法对比研究对英语词汇教学的启示。主要发现如下： 1.蒙语和英语都是形态语言。很多词缀的构词能力很强而且灵活性大。英语词缀可以分成前缀、后缀和中缀。但蒙语只有后缀。蒙语和英语词缀有两大共同的特点：多义性和同义性。总的来说,英语和蒙语派生法相同点比不同点多。 2.复合法是英语和蒙语主要构词法之一。英语和蒙语复合词在语义上是一个整体。复合词句中起单一的语法作用。蒙语复合法没有派生法那样的活跃和重要。然而复合词的数量在不断地增加。 3.除了派生法和复合法,英语和蒙语还有两种共同的构词法：拼缀法和拟声法。它们都是英语和蒙语次要的构词法。就结构而言,英语拼缀词的种类比蒙语拼缀词多。有些英语和蒙语拟声词可以通过重复一个或一个以上的音节构成,常常是带有一个元音的变化构成所谓的重叠复合词。 4.英语跟蒙语不同的构词法：转换法,截短法,逆成法,首字母缩略法。蒙语有跟英语不同的构词法：拟状法,拟声词的派生法,拟状词的派生法。它们都是蒙语次要的构词法。转换法是英语主要构词法之一。但其他的都是英语次要的构词法。 5.最后探讨英语和蒙语在构词法上的异同对英语词汇教学的启示,学习英语和蒙语构词法的相同或不同规律,对形成系统的理论知识,在外语教学中正确利用语言的正迁移避免负迁移,提高英语词汇教学效果大有好处。本文只是对两种语言的构词法进行了尝试性的对比研究。由于本人水平和掌握资料有限,文中难免有不足之处,欢迎批评指正。
【关键词】：对比分析研究 英语和蒙语构词法
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H314;H212
【目录】：

中文摘要4-6
ABSTRACT6-11
Chapter One Introduction11-13
1.1 Significance of the Study11-12
1.2 Study Method12
1.3 Structure of the Thesis12-13
Chapter Two Literature Review13-19
2.1 Contrastivc Analysis13-15
2.1.1 Definition of Contrastive Analysis13-14
2.1.2 Theoretical Development of Contrastive Analysis14-15
2.2 Language Transfer15-17
2.2.1 Definition of Language Transfer and itsTypes15-16
2.2.2 Theoretical Development of Language Transfer16-17
2.3 Previous Research on Contrastive Study in China17-19
2.3.1 Previous Research on Contrastive Study of English and Chinese in China17-18
2.3.2 Previous Research on Contrastive Study of Mongolian and Chinese in China18-19
2.3.3 Previous Research on Contrastive Study of Mongolian and English in China19
Chapter Three A Contrastive Analysis of English and Mongolian Word-formation19-49
3.1 The Contrastive Analysis of English and Mongolian Derivation20-29
3.1.1 Derivation in English20-21
3.1.2 Derivation in Mongolian21-22
3.1.3 The Common Features of English and Mongolian Derivation22-28
3.1.4 The Differences of English and Mongol Derivation28-29
3.2 The Contrastivc Analysis of English and Mongolian Compounding29-40
3.2.1 Compounding in English29-34
3.2.2 Compounding in Mongolian34-38
3.2.3 The Similarities of English and Mongolian Compounding38-39
3.2.4 The Differences of English and Mongolian Compounding39-40
3.3 Other Common Ways of Word-formation in English and Mongolian40-43
3.3.1 Blending40-41
3.3.2 Onomatopoeia41-43
3.4 Different Ways of Word-formation in English and Mongolian43-49
3.4.1 Different Ways of Word- formation in English43-48
3.4.2 Different Ways of Word-formation in Mongolian48-49
Chapter Four Implication of the Contrastive Study of English and Mongolian Word-formation for English_vocabulary teaching and learning49-63
4.1 Implication of Derivation for English Vocabulary Teaching and Learning50-55
4.1.1 Implication of Basic Terms in Derivation for English Vocabulary Teaching andLearning50-51
4.1.2 Implication of Suffixation for English Vocabulary Teaching and Learning51-54
4.1.3 Implication of Prefixation for English Vocabulary Teaching and Learning54-55
4.2 Implication of Compounding for English Vocabulary Teaching and Learning55-59
4.2.1 Implication of First Classification of Compounds for English Vocabulary Teachingand Learning55-58
4.2.2 Implication of Second Classification of Compounds for English VocabularyTeaching and Learning58-59
4.3 Implication of Blending and Onomatopoeia for English Vocabulary Learning andTeaching59
4.4 Implication of Different Ways of Word-formation for English Vocabulary Teachingand Learning59-63
4.4.1 Implication of Conversion for English Vocabulary Teaching and Learning59-61
4.4.2 Implication of Other Different Ways of Word-formation for English VocabularyTeaching and Learning61-62
4.4.3 Implications of Other Different ways of Wordformation for English Vocabulary Teaching and Learning62-63
Chapter Five Conclusion63-66
5.1 Major Findings63-64
5.2 Limitations of this Study64-65
5.3 Future Research Expectations65-66
Bibliography66-69
Acknowledgement69-70
攻读硕士学位期间发表的学术论文70