英语近义词的多模态教学  

Multimodal Teaching of English Synonyms

作　　者：梁瑞清[1] 郑贞霞 

机构地区：[1]暨南大学外国语学院,广东广州510632

出　　处：《广东技术师范学院学报》2014年第5期134-140,共7页Journal of Guangdong Polytechnic Normal University

基　　金：2012年度国家社会科学基金一般项目"分析哲学视域下感觉词汇的认知语义研究"(12BYY119);2011年度教育部留学回国人员科研启动基金项目"语言交流与言不尽意之关系研究"(2011-1139)的阶段性成果

摘　　要：近义词的教学是外语词汇教学的重要组成部分。基于笔者的研究,英语词汇可分为感觉词汇和非感觉词汇,感觉词汇是指命名或者表征感觉经验或其对象的词汇,感觉词汇和非感觉词汇的区分标准以词汇是否具有现象意义为依据。从多模态词汇教学的现象观看来,英语中大多数的近义词都属于感觉词汇,可以通过展示相关词汇现象意义的多模态性特征加以区分。多模态词汇教学的现象观可以帮助外语学习者更好地理解和使用近义词,从而掌握词汇的深层语义知识。Synonym teaching is an important part of vocabulary teaching. Based on Liang^s study, this paper divides English vocabulary into experiential words, which name and represent sensory experiences or experiential objects, and non-experiential words in terms of whether a word has phenomenal meaning. From the phenomenal perspective of multimodal vocabulary teaching, most synonyms in English are experiential words, and can be differentiated in terms of the multimodal features of phenomenal meaning. It is argued that the phenomenal account of multimodal vocabulary teaching helps foreign language learners better understand and use synonyms and, as a positive result, grasp the deep semantic knowledge of vocabulary.

关 键 词：词汇教学 近义词 现象意义 多模态 

分 类 号：H319[语言文字—英语]