认知视角下的评价性词汇义项排序原则——以critical的习得为例  

A Cognitive Approach to Semantic Items Sequencing of Appraisal Lexicon: A Case Study of “Critical”

作　　者：王扬[1] 肖祎[1] 

机构地区：[1]重庆三峡学院外国语学院,重庆万州404100

出　　处：《外国语文》2015年第3期96-100,共5页Foreign Languages and Literature

基　　金：重庆三峡学院<理论语言学及其应用研究>科研创新团队资助项目

摘　　要：评价性词汇是体现态度意义的基本载体,交际双方对评价性词汇有对等的理解是有效沟通的必要前提。在词典中,词条是由一个或多个义项组成的有机整体,义项的排列应符合其自身的认知特点,评价性词汇亦不例外。本文通过分析二语习得者对评价性词汇critical的义项习得特征,说明原型释义排序法能够排除历史排序和词频排序所带来的弊端,将其与义项的逻辑顺序相结合,符合语言学习者的认知规律,有利于增加词汇习得的数量和质量,从而使交际双方达成信息对等。During communication,atitudinal meanings are basically realized by appraisal lexicon,thus it is essential to understand appraisal lexicon in the same way. In fact,an entry consists of one or more than one semantic item in dictionary.Learning semantic items has its own cognitive sequence,which also applies to appraisal lexicon. By analyzing the cognitive feature of critical,the paper explores the advantages brought by proto-paraphrasing sequencing. It is also proved that the combination of proto-paraphrasing sequencing and logic order can bring the language learners a good number of lexicons.Besides,it will benefit the communicators by conveying equivalent meaning.

关 键 词：评价性词汇 义项排序 原型释义 

分 类 号：H314[语言文字—英语]