多义形容词语义习得实证研究——以HIGH为例  

An Empirical Study of Semantics Acquisition of Polysemous Adjectives Words——HIGH as example

作　　者：张宏丽[1] 杨廷君[1] ZHANG Hongli;YANG Tingjun(Faculty of Foreign Languages, Ningbo University, Ningbo, 315211)

机构地区：[1]宁波大学外国语学院,宁波315211

出　　处：《外国语文研究》2016年第6期11-20,共10页Foreign Language and Literature Research

基　　金：宁波大学2016年度研究生科研创新基金资助项目

摘　　要：本研究基于认知语言学中原型与范畴理论,以三个不同水平组受试为对象,采用汉译英的测试手段考察大学生对多义词HIGH的语义习得情况。研究发现:1)多义词语义习得与英语水平关系不大,语义习得程度并不是随着英语水平的提高而有所提高,也会出现阶段性的减退现象;2)受试对多义词HIGH各义项间习得程度不均衡,核心义项和高频义项掌握比边缘义项好;3)随着英语水平的提高,受试对多义词HIGH义项习得数量不断增长,未习得义项难点逐渐减少。研究也从认知语言学、英汉对比及二语习得角度分析了大学生对多义词HIGH的语义整体习得情况,以期对二语词汇教学有一定的启示性意义。This study probes into semantic acquisition of the polysemous adjectives HIGH,with the prototype categorytheory of cognitive linguistics as its theoretical framework,students from three different language proficiency levels assubjects and the Chinese-English translation test as the test means.The study addresses the following findings:1)thesemantic acquisition of a polysemous word has very little to do with the English proficiency and the degree of semanticacquisition is not improved with the improvement of English.However,the backsliding phenomenon sometimes appear.2)the learners could not fully grasp the whole semantics of HIGH,but they acquire the prototypical meaning or highfrequencyused meaning better than others.3)the number of acquired semantics increases and the unacquired onesdecrease with the improvement of English.This study also analyzes these findings from the perspectives of cognitivelinguistics,contrast between English and Chinese and acquisition of second language,in order to enlighten thevocabulary teaching in second language.

关 键 词：原型与范畴理论 多义词 语义习得 

分 类 号：H319.3[语言文字—英语]