中国学生英语多义词心理词汇研究词汇概念与认知模型理论视角-包晓丹.docx

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1、国内图书分类号： H31 国际图书分类号： 821 学校代码： 10079 密级：公开 硕士学位论文 中国学生英语多义词心理词汇研究：词汇概念与 认知模型理论视角 硕 士 研 究 生 ： 包晓丹 导师 ：戴忠信教授 申 请 学 位：文学硕士 学科 ：文学 专 业： 英语语言文学 所 在 学 院 ：外国语学院 答 辩 日 期 ： 2013 年3 月 授予学位单位 ： 华北电力大学 Classified Index: H31 U.D.C: 821 ISfl Thesis for the Master Degree A Study on Chinese Learners9 Mental Lexico

2、n of English Polysemy: A Perspective of the Theory of Lexical Concepts and Cognitive Models Candidate： Bao Xiaodan Supervisor： Prof. Dai Zhongxin School： School of Foreign Languages Date of Defence： March, 2012 Degree-Conferring-Institution ： North China Electric Power University 华北电力大学硕士学位论文原创性声明 本

3、人郑重声明：此处所提交的硕士学位论文中国学生英语多义词心理词汇研 究：词汇概念与认知模型理论视角，是本人在导师指导下，在华北电力大学攻读 硕士学位期间独立进行研究工作所取得的成果。据本人所知，论文中除已注明部分 外不包含他人已发表或撰写过的研究成果。对本文的研究工作做出重要贡献的个人 和集体，均已在文中以明确方式注明。本声明的法律结果将完全由本人承担。 作 者 签 名 ： 日 期 ： 彳年 4 月 j 曰 华北电力大学硕士学位论文使用授权书 中国学生英语多义词心理词汇研究：词汇概念与认知模型理论视角系本人 在华北电力大学攻读硕士学位期间在导师指导下完成的硕士学位论文。本论文的研 究成果归华北电

4、力大学所有，本论文的研究内容不得以其它单位的名义发表。本人 完全了解华北电力大学关于保存、使用学位论文的规定，同意学校保留并向国家有 关部门或机构送交论文的复印件和电子版本，同意学校将学位论文的全部或部分内 容编入有关数据库进行检索，允许论文被查阅和借阅，学校可以为存在馆际合作关 系的兄弟高校用户提供文献传递服务和交换服务。本人授权华北电力大学，可以采 用影印、缩印或扫描等复制手段保存、可以公布论文的全部或部分内容。 本学位论文属于（请在以上相应方框内打 V) ： 保密 ，在 年解密后适用本授权书 不保密口 作者签名： R 期：年 4 月及曰 Abstract In the field of

5、learning English as a foreign language (EFL), vocabulary learning is universally regarded as central, and polysemy is the commonest phenomenon of English vocabulary. For a Chinese EFL learner, the acquisition process of English polysemous words is inevitably based upon his prior knowledge and experi

6、ence and the lexical concepts of Chinese, a complex mental process of lexicon formation and development. There is enormous literature in linguistics and psychology on bilingual mental lexicon. Nevertheless, very little focuses on the Chinese EFL learner current mental lexical state or on the formati

7、on and developmental process of English polysemous words. This research aims to investigate Chinese EFL learners current mental lexical state of English polysemy from the perspective of LCCM Theory by Vyvyan Evan. After a comprehensive review of relevant literature at home and abroad on English poly

8、semy and mental lexicon, the author designs a questionnaire for the research on Chinese EFL learners mental lexicon of English polysemy according to LCCM Theory and relevant previous studies. The questionnaire was carried out to 529 participants from two high schools (Xiamen Haicang Experimental Hig

9、h School and Puyang Oil-Field Second High School) and three universities (North China Electric Power University, Jinan University and Beijing University of Agriculture). Relevant research dada has obtained of various levels of Chinese EFL learners. The major findings are as follows: 1. Most Chinese

10、EFL learners has mastered one or two meaning units of common polysemous words, and the ranking sequence of the various meaning units varies for learners of different levels. English majors have a better knowledge of English polysemy than high school students and non-English majors. Moreover, the deg

11、ree of awareness and cognition of the relations among various meaning units correlates positively with the mastery level of polysemy. 2. The lexical concept of a certain meaning unit in Chinese EFL learner mental lexicon is associated with the lexical concept of a certain Chinese word. The connectio

12、ns between lexical concepts and cognitive models of some meaning units of a polysemous word are not well-formed, and where the connections are well-formed, the lexical concept can be easily activated by the cognitive model. 3. Mother tongue transfer affects Chinese EFL learners9 mental lexicon forma

13、tion and development of English polysemy, and negative transfer is more remarkable than positive transfer. Their knowledge and information of the meaning units of Chinese words affects the cognition of the connection of meaning units of English words, and the same time hinders the development of the

14、 ability to form various connections of meaning units by way of metaphorical relations and historical development of a polysemous word. Despite the fact that Chinese EFL learners can retrieve some specific meaning unit in a certain context, the Chinese meaning units formed in this context may occasi

15、onally postpone the retrieval process and produce wrong English utterance. 4. Most Chinese EFL learners unconsciously employ the two cognitive ways of meaning extension, metaphor and metonym. However, for some learners, the formation and development of the lexical concept of a polysemous word is aff

16、ected in a greater degree in proportion to the degree of connection of meaning units between English and Chinese, while some learners produce wrong lexical concepts through their knowledge of the two ways of meaning extension. Based on the above findings of the research, the author discusses at the

17、end of the thesis some implications for EFL polysemy learning and teaching and some suggestions for further studies. Key words: Chinese EFL learners; mental lexicon; polysemy; LCCM theory 摘要 在英语作为外语的学习中，词汇学习被公认为是英语学习的核心内容。在英语 词汇中，多义词是普遍现象。对于中国的英语学习者而言，英语多义词的学习过程 必然基于其已有知识经验与汉语词汇概念，必然是一个复杂的心理词汇形成过程。

18、尽管语言学与心理学界大量研究了双语心理词汇问题，但很少有人研究中国英语学 习者英语多义词掌握的现状，英语多义词形成与发展的过程与特征等问题。本研究 运用 Vyvyan Evans 关于词义建构的词汇概念与认知模型理论 (LCCM Theory)， 探究 了中国英语学习者英语多义词心理词汇的现状特征。 本研究在综述了国内外关于英语多义词与心理词汇相关研究文献之后，根据已 有相关研究与 LCCM 理论设计了中国英语学习者多义词心理词汇研究调查问卷，对 两所高中与三所大学共计 529 名学生实施了问卷调查，获得了不同水平的中国英语 学习者多义词心理词汇的研究数据。研究数据分析结果表明： 一、 对于熟

19、悉的英语多义词汇，大部分被调查的中国英语学习者都掌握一个或 两个词义，多个词义在不同学习者心理词汇中的排 列顺序不尽相同。英语专业学生 的多义词掌握程度好于高中学生与非英语专业学生。英语学习者对多义词词义之间 关联的意识程度与认知度，同多义词掌握的程度之间，存在正相关关系。 二 、 中国英语学习者的英语多义词某个词义的心理词汇概念对应着某个汉语词 汇概念，其英语多义词某些词义的心理词汇概念与其认知模型之间没有形成良好的 联结。凡是形成良好联结的多义词词义，其词汇概念都能够很容易被认知模型所激 活。 三、 母语迁移对中国英语学习者英语多义词心理词汇的形成和发展具有影响作 用。负迁移比正迁移的影响

20、更为显著。中国英语学 习者的汉语词义关联知识影响着 其对英语多义词词义关联的认知，妨碍着其按照英语多义词词义之间的隐喻关联与 历史发展轨迹形成多义词汇的能力。尽管他们能够在特定语境中提取多义词的具体 词义，但是，语境所形成的汉语词义有时也会延缓词义提取过程并造成错误的英语 表达。 四、 大部分的中国英语学习者都无意识地利用隐喻和借喻这两种认知途径扩展 其英语多义词的词义。然而，对于部分学习者而言，汉英词义之间的意义关联程度 影响着其英语多义词词汇概念的延伸与形成过程；亦有些学习者会通过这两种比喻 方式由已知的词汇概念生成错误的词汇概念。 基于上述研究结果，论文最后就英语多义词的学习与教学提出了

21、相应的建议。 关键词 ：中国英语学习者；心理词汇；多义词；词汇概念与认知模型理论 Contents Abstract . i 摘要 . iii 目录 . vi List of Tables . . . viii List of Figures . ix List of Abbreviations . . Chapter One Introduction . 1.1 Research Background . 1 1.2 The Protean Nature of Word Meaning . 2 1.3 Research Significance and Purpose . 3 1.4 The

22、 Organization of the Thesis . 4 Chapter Two Literature Review . 5 2.1 Different Approaches to the Study of Polysemy . 5 2.1.1 The Classical Approach . 5 2.1.2 Structural Approach . 6 2.1.3 Cognitive Approach . 6 2.1.4 Empirical Studies of Polysemy at Home and Abroad . 7 2.2 Mental Lexicon . 8 2*2.1

23、Semantic Representation of Mental Lexicon . . 8 2.2.2 Relationships Between LI and L2 . 10 2.2.3 Factors affecting the Organization of L2 Mental Lexicon . 11 2.3 Summary . 11 Chapter Three Theoretical Framework . 13 3.1 Meaning and Use . 13 3.2 A Structure of Meaning-Construction . 14 3.2.1 LCCM The

24、ory . . 14 3.2.2 Lexical Representation . 16 3.2.2.1 Lexical Concepts . 16 3.2.2.2 Cognitive Models . 17 3.3 Lexical Concept Integration . 19 3.3.1 Lexical Concept Selection . 19 3.3.2 Fusion . 20 3.3.2.1 Integration . 21 3.3.2.2 Interpretation . 21 3.4 Language Transfer . 22 3.4.1 Positive Transfer

25、 and its Influence on Vocabulary Learning . 22 3.4.2 Negative Transfer and its Influence on Vocabulary Learning . 23 3. 5 Two Cognitive Ways of Meaning Extension . 25 3.5.1 Metaphor . 27 3.5.2 Metonymy . 28 3.6 Summary . 30 Chapter Four Research Design . 31 4.1 Aim and Questions . 31 4.2 Subjects .

26、32 4.3 Research Instrument . 34 4.4 Data Collection . 35 Chapter Five Data Analysis and Discussion . 36 5.1 Polysemy Learning Attitude and Practice . 36 5.2 Features of LCCM in Chinese EFL Learners Mental Lexicon . 39 5.3 Transfer of Chinese to Learners Mental Lexicon of English Polysemy . 50 5.4 Ch

27、inese Learner Cognition of Polysemous words . 59 5.5 Discussion of the Results of Data Analysis . 62 Chapter Six Conclusion . 64 6.1 Major Findings of the Research . 64 6.2 Implications of the Findings. 65 6.2.1 Implications for EFL Polysemy Learning . 65 6.2.2 Implications for EFL Polysemy Teaching

28、 . 66 6. 3 Limitations of this Research . 67 6.4 Suggestions for Future Studies . 68 References . 69 Paper published in the period of MA education . 73 Acknowledgments . 74 Appendix . 75 目录 鼓艘 .1 时艘 . iii 格 . viii 图标 录 . ix . . 第 1 章引言 .1 1.1 石 if 究背景 .1 1.2 词义多变特征 . 2 1.3 研究意义及目的 . 3 1.4 论文结构 . 4 第 2 章文献综述 . 5 2.1 多义词研究的不同途径 . 5 2.1.1 经典途径 . 5 2.1.2 结构途径 . 6 2.1.3 认知途径 .