从心理语言学视角看外向型高级汉英学习词典中汉语文化限定词的处理

论文摘要

心理词汇主要研究词汇在人的大脑中是如何存储以及提取的。心理词汇对于双语词典编纂也具有启示意义。作为二语学习,尤其是二语词汇习得的重要工具,双语词典有必要在编纂上不断改进,以更好地帮助二语学习者构建一个具有一语心理词汇特征的二语心理词汇。目前,将汉语作为第二语言学习的外国学习者越来越多,他们在学习汉语词汇的过程中不可避免要遇到汉语文化限定词。汉语文化限定词是指与中国特有的文化相关的词,可以分为两大类:第一类为国俗语义词;第二类为概念意义相同而文化意义不同的词。绝大部分的汉语文化限定词在别的语言中无法找到对应词,或者只能找到部分对应的词,因此成为外国汉语学习者词汇学习中的难点。与之相对照的是,现有的汉英词典还存在很多问题,无法完全满足他们学习汉语词汇的需要。本文利用心理词汇的研究成果,针对高级水平的外国汉语学习者,考察汉语文化限定词在外向型高级汉英学习词典中的收词和释义。本文从心理语言学角度论证了外向型高级汉英学习词典收录汉语文化限定词的必要性,并提出外向型高级汉英学习词典收录汉语文化限定词要遵循三个基本原则:(1)合适性原则;(2)完整性原则;(3)代表性原则。借助双语心理词汇的混合模型和共享分布式非对称模型,本文对五本汉英词典中汉语文化限定词的释义进行了分析。本文研究发现,由于汉语文化限定词本身的特点,仅凭释义无法完整地反映这类词所蕴含的丰富的文化信息,因此本文提出了五种相应的解决办法:(1)提供文化例证反映汉语文化限定词的语义、句法、搭配和语用信息;(2)为汉语文化限定词配备插图;(3)设计相应的文化注释进一步说明汉语文化限定词的相关文化义;(4)利用词典附录提供文化信息;(5)使用参见系统将相关的汉语文化限定词联系起来,以便更完整立体地表达文化信息。

论文目录

• Synopsis
• 摘要
• Chapter 1 Introduction
• 1.1 Background of the present study
• 1.1.1 The role of vocabulary acquisition in second language acquisition
• 1.1.2 Re-recognition of the purpose and function of bilingual dictionaries
• 1.1.3 Literature review
• 1.2 The aim and significance of the present study
• 1.3 The organization of the thesis
• Chapter 2 Mental Lexicon
• 2.1 The notion of "mental lexicon"
• 2.2 The mental lexicon and book dictionaries
• 2.3 Organization of the mental lexicon
• 2.3.1 The concept of a semantic network
• 2.3.1.1 The hierarchical network model
• 2.3.1.2 The spreading activation model
• 2.3.2 The concept of a lexical-semantic network
• 2.4 Bilingual mental lexicon
• 2.4.1 Separate storage hypothesis vs. common storage hypothesis
• 2.4.2 Common storage models for the representation of the bilingual lexicon
• 2.4.2.1 Word association model vs. concept mediation model
• 2.4.2.2 The mixed model
• 2.4.2.3 Shared （distributed） asymmetrical model
• 2.5 L2 lexical representation and development
• 2.6 Implications of the mental lexicon studies for lexicography
• 2.7 Summary
• Chapter 3 Chinese Culture-bound Words
• 3.1 Definition of culture
• 3.2 Relationship between language and culture
• 3.3 Defining culture-bound words and Chinese culture-bound words
• 3.4 Classification of Chinese culture-bound words
• 3.4.1 Category 1
• 3.4.2 Category 2
• 3.5 An investigation of Chinese culture-bound words in HSK vocabulary
• 3.6 Summary
• Chapter 4 A Psycholinguistic Study of Chinese Culture-bound Words in the Chinese-English Dictionary for Advanced Foreign Learners
• 4.1 Entry selection of Chinese culture-bound words for the Chinese-English dictionary for advanced foreign learners
• 4.1.1 Psycholinguistic evidence for entry selection of Chinese culture-bound words for the Chinese-English dictionary for advanced foreign learners
• 4.1.2 Some general principles for entry selection of Chinese culture-bound words for the Chinese-English dictionary for advanced foreign learners
• 4.1.2.1 Suitability
• 4.1.2.2 Coverage and integrality
• 4.1.2.3 Representativeness and practicality
• 4.2 Definition of Chinese culture-bound words in the Chinese-English dictionary for advanced foreign learners
• 4.2.1 Definition patterns of bilingual dictionaries
• 4.2.2 Definition of Chinese culture-bound words of Category 1
• 4.2.3 Definition of Chinese culture-bound words of Category 2
• 4.2.4 Supplementary measures for definition of Chinese culture-bound words in the Chinese-English dictionary for advanced foreign learners
• 4.2.4.1 Cultural examples
• 4.2.4.2 Pictorial illustrations
• 4.2.4.3 Cultural notes
• 4.2.4.4 Back matters
• 4.2.4.5 Cross-references
• 4.3 Summary
• Chapter 5 Conclusion
• Bibliography
• Acknowledgements