外语教学
外語教學
외어교학
Foreign Language Education
2015年
4期
55~59
,共null页
英语特异组合 语言学习 语料库 对译词 翻译测试
英語特異組閤 語言學習 語料庫 對譯詞 翻譯測試
영어특이조합 어언학습 어료고 대역사 번역측시
unusual English word combination; language learning; corpus; equivalent word; translation test
从双语对比视角出发,依据“平行（语法模式一致）”和“不对应（构成成分不能直译）”的原则,本文界定了英语“特异组合”,基于各类语言资源的综合利用,提出一个发现英语特异组合的可操作性强的方法,以“V＋N”构成的VO特异组合为例,介绍了该方法的实施过程。以某外语院校非英语专业本科一年级学生和英语专业在读硕士各30名作为受试,测试其对特异组合产出性知识的掌握情况,实验结果表明,不同层次的受试在特异组合的掌握方面没有显著差异,进而说明特异组合的掌握与英语学习的水平并非同步发展。特异组合对不同平等级的英语学习者都是难点,应成为词汇教学的重点。
從雙語對比視角齣髮,依據“平行（語法模式一緻）”和“不對應（構成成分不能直譯）”的原則,本文界定瞭英語“特異組閤”,基于各類語言資源的綜閤利用,提齣一箇髮現英語特異組閤的可操作性彊的方法,以“V＋N”構成的VO特異組閤為例,介紹瞭該方法的實施過程。以某外語院校非英語專業本科一年級學生和英語專業在讀碩士各30名作為受試,測試其對特異組閤產齣性知識的掌握情況,實驗結果錶明,不同層次的受試在特異組閤的掌握方麵沒有顯著差異,進而說明特異組閤的掌握與英語學習的水平併非同步髮展。特異組閤對不同平等級的英語學習者都是難點,應成為詞彙教學的重點。
종쌍어대비시각출발,의거“평행（어법모식일치）”화“불대응（구성성분불능직역）”적원칙,본문계정료영어“특이조합”,기우각류어언자원적종합이용,제출일개발현영어특이조합적가조작성강적방법,이“V＋N”구성적VO특이조합위례,개소료해방법적실시과정。이모외어원교비영어전업본과일년급학생화영어전업재독석사각30명작위수시,측시기대특이조합산출성지식적장악정황,실험결과표명,불동층차적수시재특이조합적장악방면몰유현저차이,진이설명특이조합적장악여영어학습적수평병비동보발전。특이조합대불동평등급적영어학습자도시난점,응성위사회교학적중점。
From a bilingual contrastive perspective, ＂unusual English word combinations （UEWCs）＂ proposed in this paper are defined as ＂non-correspondent＂ （i. e. unidiomatic verbatim translation） lexical items with ＂parallel＂ （i. e. shared overall grammatical） patterns between Chinese and English. As such, UEWCs are conceived as most probable cases of Chinglish as well as hurdles for Chinese EFL learners. A highly operational procedure of identifying UEWCs is suggested based on the test with such language resources as bilingual word lists, thesauri, monolingual and bilingual corpora. VO （ i. e. V ＋ N） UEWCs are described to illustrate the UEWC identification procedure. A follow-up translation test is designed to assess the command of UEWCs of a cohort of 30 non-English major freshmen at a foreign studies university and the other cohort of 30 MA candidates of Linguistics and Applied Linguistics. The two groups of students show no significant difference in producing UEWCs, which implies that the mastery of UEWCs does not improve with language proficiency development, thereby becoming stumbling blocks for English learning and teaching.
