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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-05-23编辑:vicky点击率:209
论文字数:52455论文编号:org202405161747521876语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇英语语言学论文,本文将分析植物词汇的语义形成机制,然后从学习者的需求出发,找出目前单语汉语学习词典中植物词释义存在的不足之处,并提出改进的方案。
(2)Instrument
Electronic questionnaires are adopted to investigate CFL learners’acquisition of plantnouns.The questionnaire is mainly designed based on meaning mechanism of plantsdiscussed in chapter three.Due to the limited Chinese writing ability of most students,the questionnaire only consists of multiple-choice questions.One of the four optionsin a multiple-choice question is correct,the other two are interference items andoption D is‘I don’t know’.The questions consists of two types.The first typeincludes extended meanings of specific plants such as“红枣”“花生”“桂圆”“栗子”“苹果”“柳枝”“百合”“桃花”,etc.The second type involves phrases,idioms,andproverbs that include plant nouns,e.g.“烫手山芋”“桃李满天下”“姜还是老的辣”.
CHAPTER FIVEDEFINITION DEFICIENCIES OF PLANT NOUNS INLDCC
5.1 LD and Plant Nouns Involved in the Present Study
Learner’s Dictionary of Contemporary Chinese(1995)by Sun Quanzhou,is selectedfor examination in this chapter.Being a dictionary serves for CFL learners,it has notbeen revised since its first publication.Thus,it is important to examine whether it cankeep up with the times and satisfy learner’s needs nowadays.Also,improvements inthe representation of plant nouns can help CFL learners acquire plant nouns moreefficiently and thus make it more popular among its target users.
Plant nouns can be classified according to different criteria.Those analyzed inthis chapter are:basic level terms(“树”“花”“草”“菜”“植物”and“庄稼”),part of plants(“根”“叶”“种子”“穗”“梗”and“茎”),flower(“菊花”“水仙花”“向日葵”),grass(“芦苇”“谷草”and“水藻”),tree(“茶”“苹果”“葡萄”“荔枝”“柳树”“枫树”“榆”“柏”“楠”“杜鹃”“牡丹”and“玫瑰”),andcrop(“小麦”“稻”“花生”“谷子”“葫芦”“萝卜”“灵芝”“粳米”“姜”and“芝麻”).
An important task for foreign-oriented dictionaries is assisting language learning.Chapter four has revealed that learners are susceptible to be influenced by thenegative transfer of mother tongue and different cultural backgrounds and thus makeerrors.CFL learners lack corresponding linguistic and cultural knowledge comparedwith native speakers,thus,they need more information to understand meanings ofplants.Giving definition from the second language learners’perspective is the surestpath to compile a user-friendly CFL learner’s dictionary.
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