《高等院校研究性学习英语系列教材：英语词汇学实用教程》（陈新仁）

简介 英语词汇在英语研究和英语教学中的地位是不言而喻的，英语词汇学作为高等学校英语专业的一门重要课程的地位 也是不容置疑的。《英语词汇学实用教程》突破了传统的词汇学教材格局，吸收了语言学相关分支学科的最新研究 成果，注重英语词汇的交际价值，强调培养学生的词汇能力，是一本有时代特色和理论实践高度的新教材，把英语 词汇学教材建设又向前推进一步，值得推荐。 《英语词汇学实用教程》一系统地讨论了英语词汇学中的重要 理论和方法，几乎涵盖了该学科的所有前沿课。理论与实践，双管齐下，用理论指导实践，在实践中巩固与升华 理论；叙、论、练，三位一体，多维阐释，相得益彰。由浅入深，循序渐进，不仅是大学生的理想教材，也是从事 英语研究者难得的硕、博士生参考书。 《英语词汇学实用教程》符合创新型、研究型人才培养的教学理念，摆 脱了传统词汇学教材的模式和框架，突出了知识的系统性和时代性，做到了趣味性和实用性的有机结合。本教材一 定会成为学习者步入语言学殿堂的又、一块敲门砖。 编辑推荐 媒体评论 英语词汇在英语研究和英语教学中的地位是不言而喻的，英语词汇学作为高等学校英语专业的一门重要课程的地位 也是不容置疑的。《英语词汇学实用教程》突破了传统的词汇学教材格局，吸收了语言学相关分支学科的最新研究 成果，注重英语词汇的交际价值，强调培养学生的词汇能力，是一本有时代特色和理论实践高度的新教材，把英语 词汇学教材建设又向前推进一步，值得推荐。 ——汪榕培教授（苏州大学外国语学院博士生导师） 《英语 词汇学实用教程》一书系统地讨论了英语词汇学中的重要理论和方法，几乎涵盖了该学科的所有前沿课题。理论与 实践，双管齐下，用理论指导实践，在实践中巩固与升华理论；叙、论、练，三位一体，多维阐释，相得益彰。由 浅入深，循序渐进，不仅是大学生的理想教材，也是从事英语研究者难得的硕、博士生参考书。 ——张柏然教 授（南京大学外国语学院博士生导师） 《英语词汇学实用教程》符合创新型、研究型人才培养的教学理念，摆 脱了传统词汇学教材的模式和框架，突出了知识的系统性和时代性，做到了趣味性和实用性的有机结合。本教材一 定会成为学习者步入语言学殿堂的又一块敲门砖。 ——苗兴伟教授（山东大学外国语学院博士生导师） 目录 Unit1 Preliminaries about LexicologyPre-Class Reading1.1 Lexicology as a branch of linguistic study1.2 The vocabulary of a language1.3 Words as main units of the English vocabulary1.4 Lexical knowledge1.5 Lexical competenceIn-Class ActivitiesPost-Class TasksProiect WorkUnit2 The Formation of English WordsPre-Class Reading2.1 Morphemes in English2.2 Major processes of word formation in English2.3 Other processes of word formation in EnglishIn-Class ActivitiesPost-Class TasksProject WorkUnit3 The Grammatical Aspect of English WordsPre-Class Reading3.1 Word classes in English3.2 Countable nouns vs. uncountable nouns3.3 Transitive verbs vs. intransitive verbs3.4 Dynamic verbs vs. stative verbsIn-Class ActivitiesPost-Class TasksProject WorkUnit4 The Idiomatic Aspect of English Word CombinationsPre-Class Reading4.1 Chunks in English4.2 Collocations in English4.3 Idioms in English4.4 Proverbs in EnglishIn-Class ActivitiesPost-Class TasksProject WorkUnit5 The Semantic Tgpes of English WordsPre-Class Reading5.1 Concrete words vs. abstract words5.2 Proper nouns vs. common nouns5.3 Descriptive words vs. evaluative words5.4 Fuzzy words and hedgesIn-Class ActivitiesPost-Class TasksProiect WorkUnit6 The Semantic Networks of English WordsPre-Class Reading6.1 Semantic networks6.2 Semantic fields6.3 Superordinates vs. hyponyms6.4 Meronyms vs. holonyms6.5 Lexical gapsIn-Class ActivitiesPost-Class TasksProject WorkUnit7 The Semantic Relations among English WordsPre-Class Reading7.1 Synonyms and synonymous expressions7.2 Antonyms and antonymous expressions7.3 Polysemous words vs. homonymous words7.4 Semantic relations and textual organizationIn-Class ActivitiesPost-Class TasksProject WorkUnit8 The Emotional Aspect of English WordsPre-Class Reading8．1 Appreciative words VS．derogatory words8．2 Semantic prosody of some words8．3 Other lexical devices to convey affeetIn-Class ActivitiesPost-Class TasksProject WorkUnit9 The Stglistic Aspect of English WordsPre-Class Reading9．1 Style and formality9．2 Genre and vocabulary9．3 Technical terms in EnglishIn-Class ActivitiesPost-Class TasksProject WorkUnit10 The Social Aspect of English WordsPre-Class Reading10．1 Gender and English words10．2 Honorifics in English10．3 Euphemisms in EnglistlIn-Class ActivitiesPost-Class TasksProject WorkUnit11 The Cultural Aspect of English WordsPre-Class Reading11．1 Color terms an（1 culture11．2 Numerals and culture11．3 Euphemisms and culture11．4 Idioms and cultureIn-Class ActivitiesPost-Class TasksProject WorkUnit12 The Cognitive Aspect of English WordsPro-Class Reading12．1 Literal and figurative use of vocabulary12．2 Metaphoric mechanism in the English vocabulary12．3 Metonymic mechanism in the English vocabulary12．4 English discourse markersIn-Class ActivitiesPost-Class TasksProiect WorkUnit13 The Change of English WordsPre-Class Reading13．1 Semantic change of English words13．2 Morphological change of English words13．3 Grammatical change of English words13．4 Cyber vocabulary13．5 Catchy words in EnglishIn-Class ActivitiesPost-Class TasksProiect WorkUnit14 The Loan Words in EnglishPre-Class Reading14．1 Words borrowed from Latin and Greek14．2 Words borrowed from French14．3 Words borrowed from other Indo-European languages14．4 Words borrowed from Chinese and Japanese14．5 Nativization of English words in ChinaIn-Class ActivitiesPost-Class TasksProiect WorkUnit15 Learning the English VocabularyUnit16 The Tgpes and Components of DictionariesReferencesGlossary 作者简介 前言 词汇学是语言学的一个分支，研究语言或一种语言词汇的组成和历史发展。尽管词汇是语言的基础，我们却发觉词 汇学在整个语言学体系中似乎缺乏相称的重要地位。更让我们惊诧的是，甚至有人认为词汇学不是一门独立的语言 学分支学科。这显然不利于词汇学作为一门学科的发展。 究其原因，与语音、语法相比，词汇似乎因其数量庞 大而难以系统研究。然而，大量的已有成果明，词汇学有其相对明确的研究内容，如词汇结构、构成、意义、变 异、变化、来源等；词汇学研究对于认识、使用、学习语言具有重要的意义，对于词典编纂、文化交流等有一定的 应用价值。近二十年来，在当代语用学、认知语言学等学科的积极影响下，在语料库语言学的推动下，词汇学研究 迎来了新的发展契机，专著、教材不断涌现。 我们认为，词汇学的理论目标在于深化关于词汇作为语言基础的 认识，应用目标在于提高语言学习者和使用者的词汇应用能力。作为一本为我国英语学习者编写的入门性教材，本 书固然重视系统讲解英语词汇学的理论知识，但更强调培养学生的词汇应用能力，即在各类交际中使用、理解词汇 的能力，因而是一本实用的词汇学教材，或用我国词汇学研究专家汪榕培教授的话说，是一本“狭义的词汇学”教 程。 插图 精彩书摘 In the natural world, almost all things are continuous rather than discrete.Humans in a natural environment have little difficulty with this reality. If it getstoo hot, we turn on the air- conditioner. If it gets too cold, we put a coat on. Butthere is no precise definition of "too hot" or "too cold"; rather, it depends totallyon the individuals intuitive judgment. Because language is our reflection of thereal world and our experience with it, it is inevitably fuzzy. The role of fuzzy language resides mainly in the following areas: enhancingflexibility, expanding the capacity of language to express the information andbroadening the language of the imagination, achieving a special effect, inparticular, enhancing the aesthetic value of literature. The following extractionexemplifies how fuzzy words （marked in bold face ） can be employed forevaluation: （10） This is an attractive idea while this analysis seemed intuitively appealing, its tpersuasiveness was weakened by lack of native-speaker discourse to serveas abaseline. Closely related to the concept of fuzziness is that of hedges, which, accordingto Lakoff （1972:183）, are "words and expressions whose job is to make thingsmore or less fuzzy". Hedges, with all their plentiful semantic features andpragmatic functions, serve to make the statement sound more mild, polite,flexible, and effective. We are safe in saying things like " Catherine is probablysomewhere in her thirties" because we do not need to give an exact figure, nor dowe have to shoulder extra responsibility for the truthfulness of our statements asthey alow a range of flexibility. Sometimes, tactful use of hedges becomes aprofessional requirement. 点击此处获得更多内容