2012 英语词汇学论文英文版

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2012 英语词汇学论文英文版

成绩Root and Affixation of LexicologyAbstract: It’s important and permanent to master the vocabulary in the English learning. Everyone who has ever set foot on English realizes that it’s somewhat incredible for us to reciting numerous and difficult words. Nevertheless, there are some skills we should acquire to make word-recitation easier and more effective. This paper mainly discusses the using of vocabulary root and affix. Only by having a good knowledge of the roots and affixes, can we prosper our English vocabulary and further our English study.Key words: root; affixation; detailed analysis; difficult words1Introduction: Blindly reciting numerous and difficult words is a total waste of time and energy. Especially, situation becomes worse for the college students with little words storage and non-interest. However, most of the English words are comprised with roots and affixes, which are limited, stable and short. If we acquire them, it will be much simpler and rapider for us to recognize the unfamiliar and difficult words through the analysis on roots and affixes. If we can master and know how to use them properly, it will be a big step for the further study of this foreign language. A road of a thousand miles begins with each single step, so does the English words. Now we are going to learn the root and affixation respectively.Definition is the basic form of a word which cannot be further analyzed without total loss of identity and it carries the main component of meaning in a word. By learning the roots, we will find it not complicated for us to understand the long and difficult words which we often encounter in the tough reading test. However long and tough the word is, we can divide it into several parts, the fundamental part is the root and then we can understand what it means and fluently blurt it out without repeating it.Here are some detail analyses of the examples:Internationalist: nation is the root which means country or state, inter- is prefix meaning between or interactive, -al is the suffix and the –ist is the suffix meaning the person. So you will quite simply find its meaning. Invigorate: the root is vigor similar to power and energy, in- means making sth have the function of verb, here is make sth vigor, -ate is the verb suffix. So invigorate is to make sth vigorous.Antecedent: -ced- is the root referring to motion or going forward, ante- is before, and –ent means somebody. So antecedent is somebody who moves ahead of us, the same as forefather or ancestor.Protract: -tract is the root like pulling sth or extending sth make it wider or longer, pro- is the prefix meaning “ahead”. After analyzing this word, we know that “protract” is similar to prolong meaning make sth longer or longer to live. A lot of words contain this root, such as detract, extract, subtract, attract, tractable, intractable, etc.Arbitrariness: arbitrary is the root indicating to randomness or out of order, -ness is the noun suffix.The profound meaning of learning roots is that you will find it much easy to memorize words because there are so many word share the same root. No matter how long and hoe difficult the word is, the basic meaning of the word is stable and unchangeable. If we recite words according theag=do,act: agent agency agenda aggrandizeagri,agro,agrfield: agriculture agricorporation agrimotor agrinomy cred=believe,trust: credible credibility incredible credulous credit creditable discredit accredit creditor creed credentialsdoc=teach: doctor doctoral doctorate doctrine doctrinal doctrinaire documentflat=blow: Inflate inflation inflationary inflatable inflator deflate deflation deflationary hospit=guest: hospital hospitalize hospitality inhospitable inhospitalityinsul=island: peninsula peninsular insular insularism insularity insulation insulatorit=go: exit initial initiate initiation initiative transit transitor transition vid,vis=see: visible visual visage vision visionary visor vista visa visit advise advice revise3 Affixation:Affixes are linguistic fragments that are attached to words or word elements to modify meaning or change function. According to the distribution of them in formation, affixes can be divided into prefixation and suffixation.Prefixation is the formation of new word by adding prefixes to bases. Prefixes do not generally change the word-class of the base but only modify its meaning. Root is included in the base.Suffixation is the formation of new words by adding suffixes to the base. Suffixes have only a small semantic role, their primary function being to Here are some detail analyses of the prefixation and suffixation respectively:non- : meaning not, a productive affix expressing the idea that a person or thing does not have qualities and characters referred to, as innon-classical, non-smoker, non-violence, non-president, non-virtue,and so on.de- : meaning reversing the action or depriving of, a productive affix, as in decentralize, demystify, dehumanize, deforestation; fixed to nouns to form verbs, a characters absent from most prefix as in device, defeather, debug.mal- : meaning badly or bad, added to verbs, participles, adjectives, ang abstract nouns, e.g. maltreat, malformed, malnourished, malodorous, malpractice, and maladministration.post- : meaning after, productive with nouns and adjectives, e.g.post-election, post-independence, post-structuralism, post-settlement, post-arrival.They are prefixes, let’s move to suffixes.-ship: meaning occupation and position, e.g. ambassadorship, governorship, authorship; also meaning skill and ability as in craftsmanship, sportsmanship; also meaning relation, e.g. acquaintanceship, partnership, friendship.-ant: meaning occupations and participation, e.g. assistant, contestant, informant, applicant; also referring to an object or substance, e.g. coolant, pollutant, decongestant.-ation, -ition, -tion, -sion, -ion: meaning process of or state of or product of, e.g. realization, imagination, addition, protection, commission, decision, operation, motivation.-able, -ible Adjective:worth, abilitysolvable, incredible-ate Verb: cause tobegraduate, ameliorate, amputate, colligatebene- good, well,gentlebenefactor, beneficial, benevolent,benediction, beneficiary, benefit-ess female actress, goddess, poetesshetero- other, different heterodox, heterogeneous, heterosexual, heterodynehyper- over, above hyperactive, hypertensive, hyperbolic, hypersensitive, hyperventilate, hyperkineticinfra- beneath infrared, infrastructuremega- great, million megaphone, megaton, megaflop, megalomaniac, megabyte, megalopolismicro- small, millionth microscope, microfilm, microcard, microwave, micrometer, microvoltsemi- half, partial semifinal, semiconscious, semiannual, semimonthly, semicircletri- three tripod, triangle, trinity, trilateral-y marked by,havinghungry, angry, smeary, tearybut they can be divided into several parts through the analysis of the rootsand affixation, which are stable and short. After you are quite familiarwith them, it will be hyper-effective for you to memorize the words,which can save you a lot of energy and time, and can do a greatcontribution into your English study. Since then, you will more like thisforeign language.5 Some long and difficult words for you to analyzeTelecommunication /e.g. Telecommunications developments enable thesending of messages via television, radio, and very shortly, electronicmail to bombard people with multitudes of messages.Transcendentalist /e.g. Ralph Waldo Emerson and other transcendentalistphilosophers thought schooling and rigorous book learning put unnaturalrestraints on children.Differentiation /e.g. A rather similar process of differentiation has led toprofessional geologists coming together nationally within one or twospecific societies, whereas the amateurs have tended either to remain inlocal societies or to come together nationally in a different way.Hydroelectric /e.g. Hydroelectric power and flood control and irrigationare possible without building monster dams.Dispassionate /e.g. Social science is that branch of intellectual enquirywhich seeks to study humans and their endeavors in the same reasoned,orderly, systematic, and dispassionate manner that natural scientists usefor the study of natural phenomena.Conclusion:Above is what I want to mainly express in this paper,however, there are still much deserving t o be learnt in this field. It’sundeniable that words play an important role in our foreign languageessential for us to learn word formation, especially for the students of English major. It’s the most useful and practical way for us to broaden English vocabulary.Reference:[1] 张维友. 英语词汇学教程[M]. 华中师范大学出版社2004.[2] 蒋争. 英语词汇的奥秘[M]. 中国国际广播出版社1999.[3] 林承章. 英语词汇引论[M]. 武汉大学出版社1997.。

词汇学论文

题目: Semantic Change of English Words学期2011/2012学年第一学期科目英语词汇学班级学号姓名摘要语言作为人类表达思想和交流的工具随着人类社会的发展不断变化，在语言诸多要素中，词汇的变化是最快、最显著，这表现在新词的产生和旧词的消亡、借用外来词和旧词添新义。

本文首先介绍了词义变化的定义，然后介绍词义变化的历史原因和社会原因，最后介绍了词义变化的方式，同时主要通过介绍委婉语的词义变化，通过列举具体事例更好的了解词义变化的方式，使英语学习者能在日后的学习中，更好的了解英语词汇的意思并且正确的使用英语词汇，使英语学习更上一层楼。

关键词：语言；词义变化；委婉语；英语学习IntroductionLanguages are not confined in a fixed state, instead, they are not only constantly changing but also changes quickly. The most noticing change in the process of language development is the sematic change of words. Semantic change is a change in one of the meanings of a word. Every word has a variety of senses and connotations which can be added, removed, or altered over time, often to the extent that cognates across space and time have very different meanings.Why the meaning of a word changed? Changes of meaning can be brought about by many cause. There are three major causes.Historically,changes of lexical meaning can be illustrated by a diachronic development of words. Although objects, conceptions, ideals, etc. change atcourse of time, but the meaning changes, because the object which it describehas changed. Socially, it is natural that in the course of the development ofsociety a number of new words are needed to describe new ideas. Scientificdiscoveries are a main kind of social cause. Psychologically, the speaker'sstate of mind may bring about semantic changes.(Feng shimei, P163-165)In fact, we can see clearly from the euphemism to types of semantic changes. Euphemism is substitution of a word of more pleasant connotation for one of unpleasant connotation or avoided taboos. It is an important social cause of semantic changes. It is also the reflection of semantic change.According to different semantic books, semantic change can be divided into many types. But types of semantic change generally can be divided into four types.1.Generalization, for instance, alibi. A legal term signifying 'plea that the accused is not at the place when the crime is committed', has now come into common use, meaning any 'excuse'.2.Specialization, for instance, barbarian was originally a vague designation for a 'foreigner of any kind', and later was specialized to mean an 'uncivilized person'.3.Elevation, for instance, Chamberlain, now a 'high official of royal courts', was formerly a 'servant'.4.Degeneration,for instance, cunning was originally 'knowing and skillful', and later was specialized to 'sly'.Almost all the words concerning female are pejorative to use as euphemism for prostitute. For example, housewife, lady, girl, mistress, nun and so on. Even nurse, spinster, daughter, mother have the same meaning. The appearance of euphemism also change the meaning of the words that are used for pleasant connotation. Accident originally meaned 'in a way that is not planned or intended', now it means 'car accident or air accident such bad things'. Gay , the original meaning is 'happiness', later becomes the euphemistic statement of 'homosexual'.These are the example of degeneration.We know more about euphemism is the euphemistic statement of death. Avoided the unpleasant felling of death, people think of many phrase to substitute death. For example, to be no more, to be deceased, to be gone, to pass away, to pass on, to lose one's life, to join the silent majority, to go the way of all flesh, to be gathered to one's fathers, to go west, to yield up the ghost, to go to one's last reckoning, to go hence, etc. So all these extend the vocabulary. Shakespeare wrote death his play Julius Caesar as surcease, taking-off. Another we know better is toilet, such as rest room, comfort room, comfort station, powder room. Go to the toilet only say "May I use the rest room?" or "May I wash my hands?" The real meaning of "Commit no nuisance!" which sticks on the wall is "no peeing! " The euphemistic statement of pregnant is big, big with child, expectant, great, great with child, heavy, heavy with child, laden, in the family way, in an interesting condition, being with child.There are a lot of euphemism concerning unpleasant professions. Garbage collector became sanitation engineer or barbologist in America, while in England it became disposal operative; Gardener became landscape architect; Servant became engineer. Hairdresser becomes beautician; Foreman became plant superintendent; shoemaker became shoes rebuilders;Undertaker became funeral undertaker,mortician, funeral director. These are a kind of specialization.Some euphemisms are concerning the life in society. People think of some phrase for avoiding empressement.The disadvantaged , the underprivileged and the low-income group for the poor people. Forgotten man for the people who doesn't have a job. Upward price readjustment for rise of prices. Culturally deprived environment for slum. Food insecure for starve. Pre-owned car for second-hand car. Termination of employment, declaring staff redundant for firing. Medically indigent person for people who can't afford for medicine.Above all, we can see many phrases are created which reflect euphemism is a cause of semantic change.ConclusionIn a word, semantic change is an important part of change of English words. From this paper, first we know the definition of semantic change. Second, the cause of semantic change. Last, we talk about the relation between euphemism and semantic change. At the same time, we talk bout the types of semantic change. In a word, the relation between euphemism and semantic change in this paper we talk about is that euphemism is an important cause of semantic change, and is the reflection of semantic changeWhile semantic change was, due to its apparently complete unpredictability, for a long time the black sheep of the family of areas of language change, as a result of recent developments it is now very well respected, and as such is likely to attract a lot more research in the future.References[1]Koenraad Kuiper and Li fuyin. Semantics:A Course Book[M]. Shanghai: Shanghai Foreign Language Education Press, 1999.[2]Feng shimei. English Lexicology[M]. Shenyang: China WaterPower Press,2002.[3]Wang rongpei and Lu xiaojuan. A Survey of English Lexicology[M].Shanghai: ShanghaiForeign Language Education Press,1997.[4]Li jianbo.Studies on the Development and Structure of English Words[M]. Wuhan:ChinaUniversity of Geosciences Press,2007.[5]Freeborn, Dennis. From Old English to Standard English[M].Beijing: Foreign Language Teaching and Research Press.2002。

词汇学论文

英语的发展这学期我们学习了词汇学这门课程，从这门课程的学习中我了解了英语发展的历史。

从这门课的学习中，我知道了英语语言的历史发展可以分为三个阶段，分别是：古英语（Old English），中世纪英语（Middle English）和现代英语（Modern English）。

(一) 古英语时期 (Old English Period, 450-1150)。

有记载的英语语言起始于449年，当时包括央格鲁－撒克逊人（Angles-Saxons）在内的德国部落入侵大不列颠。

他们把原来的居民凯尔特人（the Celts）赶到不列颠的北部和西部角落。

凯尔特人的领袖King Arthur带领部队勇敢作战，英勇抗击德国入侵者。

这之后在不列颠岛上央格鲁人、撒克逊人和一些德国部落都说着各自的英语。

尽管85％的古英语词汇现在已经不再使用，但一些常用词汇如：child, foot, house, man, sun等等还是保留下来。

和现代英语相比，古英语中的外来词很少，但派生词缀较多。

古英语中还有较多描述性的复合词。

如“音乐”是earsport；“世界”是age of man。

在著名的英雄史诗《贝奥武甫》（Beowulf）中对此有详尽描述。

这是最早居住在不列颠(Britain) 的民族塞尔特人所说的塞尔特语(Celtic)，他们虽然最早到英国，但留下来的事迹不多，现在威尔斯、苏格兰高地仍有人说塞尔特语。

公元前43年凯撒大帝征服不列颠，罗马人统治不列颠人，同时也将当时罗马人使用的拉丁语传入，但并未被一般老百姓采用。

公元410年罗马帝国自英国撤离，这时，来自英国北方的皮刺人 (Picts) 和苏格兰人分别从南部和西北侵扰，不列颠无力抵抗，只好求救于往昔经常困扰罗马军队的日耳曼人。

根据大英民族编年史的记载，日耳曼民族于公元449年在英格兰登陆，将日耳曼语带到英国，而发展成现在的英语，因此，英语是属于印欧语系Indo-European 日耳曼语族的语言。

语言学英文版论文

2011-2012第二学年第二学期《英语语言学》学期论文Second Language Vocabulary Acquisition Strategies二语词汇习得策略[摘要]关键字：二语词汇习得词汇习得策略元认知策略认知策略AbstractVocabulary is the basic unit of a nguage acquisition plays an important role in language learning. Famous linguistics D. A. Wilkins said, “Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed (Lewis, 1993:16).〞 It speaks volumes for the importance of vocabulary in language learning. This paper aims to analysis the second language acquisition strategies and applies to different levels of learners. According to the different levels, the learners should choose the proper methods and strategies to promote learning efficiency and acquisition effect.Key words: Second Language Vocabulary Acquisition； Vocabulary Acquisition Strategies；Metacognitive strategy； Cognitive strategyIntroductionWith economic globalization and multi-polarization of the world, especially the population of the internet, English becomes more and more important, because it is considered as the tool for absorbing and communicating information. As we all known, vocabulary acquisition is one of the most noticed-question of the second language learners. “Vocabulary〞appears in the area of linguists’ study. Nowadays, researchers still cannot give a complete and reasonable definition of vocabulary. Since 1970s, the second language vocabulary acquisition research has gradually become the hot point and important subject in the second language vocabulary acquisition research area.These researches aim to discuss the efficiency vocabulary memory strategies to promote the memory skills and vocabulary levels. Then how to acquire vocabulary become popular among the researchers. Wenden &Rubin (1987), O’Malley& Chamot (1990) refer to the content of vocabulary acquisition strategies; Rubin (1987) and Oxford (1990) classify the memory strategy to the direct cognitive strategies. Especially, CohenAphek (1981), Porte (1988), O’Malley (1990), Vann (90), Cohen (1990), etc made a basic searching of vocabulary acquisition.In a word, there are various opinions in how to acquire vocabulary. Firstly, it talks about the importance of vocabulary. Secondly, what does it mean to “acquire〞 a word?This paper mainly aims to the detail analysis of the vocabulary acquisition from three aspects：Meta-cognitive Strategy; Cognitive Strategyand Social or Affective Strategy.Especially, it highlights the effect of the context and rending to vocabularyacquisition.This paper talks about the applications of the vocabulary acquisition strategies. And it puts forward some problems and difficulties of vocabulary acquisition.This paper also discusses the influencing factors to the acquisition.Itincludes the mother tongue, age, language contact, logical thinking ability, identity degree, and academic motivationThe purpose of this paper is to rise the awareness of Englishlearners that the importance of vocabulary in language learning and the vocabulary acquisition strategiescan not be neglected, and each strategies is deeply rooted in its language. Throughthe analysis of the theory of study, the paper tries to draw the learner’sattention to the strategies of the second language vocabulary acquisition and using the vocabulary in communication.Inorder to improve the acquisition efficiency, some strategies put into practice are introduced.The first presents the importance of vocabulary, some basic concepts of vocabulary and vocabulary learning, the second part tells what does it mean to know a word, the third part deals with the theory of vocabulary acquisition and presents the factors and differences influencing the vocabulary acquisition. Thefourth part is detailed discussion of vocabulary acquisition strategies in different levels of learners. Thelastpartis conclusion.Literature review1. The importance of vocabularyAs the first time, when we go to school and our English teacher will tell us that vocabulary is of great importance in learning English. After several years, we understand words gradually, especially when we study in high school. If we know a little about vocabulary, we may have poorEnglish. That is because the listening, speaking, reading and writing show the necessary of learning vocabulary.Many researchers agree that lexis is at least as important as structure, because it is using wrong words and not wrong grammar that usually breaks down communication. Mistakes in lexis much more often lead to misunderstanding and may be less generously tolerated outside classroom than mistakes in syntax. (Carter, 1987). As Stephen Krashen remarked,“When students travel, they don’t carry grammar books, they carry dictionaries.A significant role of vocabulary in both teaching and learningprocesses was first stated by Stephen Krashen in The Natural Approach (1985):“Vocabulary is basic for communication. If acquirers do not recognize the meaning of the key words used by those who address them they will be unable to participate in the conversation.〞Words are basic tools in human communication; therefore they determine the main part of people’s life-relationships between people and associations with the surrounding world that people live in. The larger one’s vocabulary, the easier it is to express one’s thoughts and feelings.In real communication, correctly and idiomatically used vocabulary can even decrease some structural inaccuracy and grammar errors. (Zhang Jiying, 2002). So learners should enrich and expand their knowledge of words as much as possible in order to communicate effectively in a foreign language.2. What does it mean to “know〞 a word?Knowing a word is not a simple phenomenon. In fact, it is quite complex and goes far beyond the word’s meaning and pronunciation. (Zhang Jiying, 2002). Richards (1976) thinkknowing a word means also knowing the frequency of words and their likely collocates; being aware of the functional and situation limitations that apply; knowledge of the “syntactic behavior〞; derivational forms and word class; associative and connotative knowledge; semantic value-breaking down words into minimal units as with componential analysis (see Katz&Fodor1963or Leech1974); knowing the other (possible) meaning associated. Nagy and Scott (2000) identify several dimensions that describe the complexity of what it means to know a word. First, wordknowledge is incremental, which means that readers need to have many exposures to a word in different contexts before they “know〞it. Second, word knowledge is multidimensional. This is because many words have multiple meanings and serve different functions in different function in different sentences, texts, and even conversations. Third, word knowledge is interrelated in that knowledge of one word connects knowledge of other words.What all of this means is that “knowing〞 a word is a matter of degreerather than an all-or-nothing proposition (Beck&Mckeown, 1991; Nagy&Scott, 2000). The degree of knowing a word are reflected in the precision with which we use a word, how quickly we understand a word, and how well we understand and use words in different modes and different purpose.Knowing a word also implies knowing how that word relates to other knowledge. Finally, knowing a word means being able to appreciate its connotations and subtleties. When we know a word at this level, we can use and recognize it in idioms, jokes, slang, and puns (Johnson, &Schlicting, 2004).3. Second Language Vocabulary Acquisition StrategiesVocabulary acquisition is the part of English learning. Since 1960s, more and more attentions and researches had been toward to vocabulary acquisition strategies. When it comes to 1980s or 1990s, the vocabulary acquisition strategies gain fruitful results. Cohen Aphek (1981), Porte (1988), O’Malley (1990), Vann (1990), Cohen (1990) made a basic discussion in vocabulary acquisition strategies.O’Malley&Chamot (1990) classify language learning strategy into three methods: Meta cognitive strategy, Cognitive strategy, and Social or Affective strategy.Meta cognitivestrategy refers to strategies of advancepreparation, directed attention, selective attention, self-management, self monitoring and self-evaluation. And the results indicate that the metacognitive strategy teaching is significant in developing learner autonomy, which shows prominent pros-pectin foreign language teaching.A cognitive strategy serves to support the learner as he or she develops internal procedures that enable him/her to perform tasks that are complex (Rosen shine, 1997). The use of cognitive strategies can increase the efficiency with which the learner approaches a learning task. These academic tasks can include, but are not limitedto, remembering and applying information from course content, constructing sentences and paragraphs, editing written work, paraphrasing, and classifying information to be learned.The memory strategy, cognitive strategy, social strategy and metacognitve strategy are used more frequently than the affective strategy and compensative strategy.Oxford (1990) put forward a more comprehensive classification system of strategy, which includes six categories: memory strategy, cognitive strategy, compensatory strategy, metacognitive strategy, affective strategy, and social strategy. Nation (1990) put forward semantic manufacturing strategy of“what is it〞. From different aspect, researchers have different classification of strategies. Stoffer (1995) made a factor analysis of 53vocabulary acquisition strategies and extract 9 factors: the strategy of practice and apply words in authentic situation; the strategy of creative learning vocabulary; the self-motivation strategy; the strategy of psychological connection; memory strategy; the strategy of audio/visual assisted learning; with the movement to the body of learning vocabulary strategy; the strategy of overcoming anxiety; the strategy of using to organize units.Schmitt (1997)compositethe related language acquisition strategies upon classification, and put forward two categories of vocabulary acquisition strategy, namely discovery strategy and consolidation strategy.In china, acquisition strategies researcher, Wen Qiufang(1996) thought：English learning strategy includes concept and method. What is concept? It means the acquaint learners to how to learn English well.And the method refers to the actions that learners take to learn English well. The method can be classifying two categories: manage method and learning method. Wuxia, Wangqiang(1998) draw lessons of classification of learningstrategies from O’Malley&Chamot’s and thing that the majority of students can not depend on the mechanical memorizing to learn English vocabulary. Wenpeng (2000) utilize “the level of processing approach of memory〞 to do an empirical research on different words meaning.Willians and Burden (2000) stress metacognition is central to effective learning. Wenden(1987) says that metacognitive is “the process that underlines the efficient use of strategies and the essence of intelligent activity〞(p573). Quicke (1994) similarly views that metacognitive awareness is crucial in learning strategies.In addition, most of the studies (O’Malley and Chamot1990, Wenden and Rudin 1987; Oxford andCrookall1989) founder the learners who were particularly taught metacognitive knowledge to help them assess the needs, evaluate process and give directions to their learning.After summarizing the theories of the vocabulary acquisition strategies, I express my opinions about vocabularyacquisition strategies.These theories or opinions have their merits and demerits. I am in favor of O’Malley& Chamot’s theory of the classification of vocabulary acquisition strategies: metacognitive strategies, cognitive strategies, affective strategies. The metacognition represents strategiesof acquiring knowledge, namely the ability to understand pour method for learning and assimilating information. It concerns “the knowledge of your thoughts〞. In addition to how various factors influence psychological thought processing.As far as I am concerned, vocabulary really plays an essential role in language learning.For example, when we communicate withothers, vocabulary is the basic component between your talking. Without words, withoutcommunication. In the school, every student should learn vocabulary, the more vocabulary you acquire, the more knowledge you will get. In the process of our study, every skillneeds vocabulary. (Listening,speaking, reading, andwriting). Especially,in the extensive reading, the vast majority vocabulary can be learned gradually through repeated exposures in various discourse contexts. However, not all methods are appropriate forall levels of learners. Thus, I deem that different levels of learners should choose different strategies of vocabulary acquisition strategies.When talking about second language vocabulary acquisition strategies, we may talk it from pro-school children. Chenhua, zhangyifang(2001) analysis the narrative approach of memory process of vocabulary. The study discovers the majority of Chinese children acquire vocabulary with repeat memory strategy. That is to say children memory Chinese meaning through the Chinese- English bilingual. When memorizing vocabulary, Chinese children seldom utilize the Keyword strategy and Semantic coding strategies. They do not use metacognitive strategy. In my opinion, children can be helped to acquire vocabulary in the form of games. Meanwhile, vocabulary acquisition of pro-children should be carried out in a real context. It has a long progress. According to different age, children acquire vocabulary in different strategies. For the lower class, children acquire the single word. For the middle class, the children begin to acquire the double or three words. When the children are nearly 6 six years old, they form a semantic system. The teacher can help children acquire vocabulary in the context or games.4. Cognitive strategy4.1 Using dictionary strategiesCheck the dictionary is the most common strategy of acquires vocabulary. And it also an important manner to learnEnglish. It has been shown that students who use a bilingual dictionary learn more vocabulary than students who read without a dictionary (1993:263-287). However, when students turn to a dictionary for every word they do not understand, they lose sight of the meaning within the text as a whole. Teachers and textbookdesigners have realized this, and they argued that learning strategies such as guessing from context should be employed in order to read the text fluently and smoothly for an overview of the whole text. Researchers have commented that this movement may have gone too far, and today’s literature implies that good language learners rely on dictionaries less than poor language learners and are more successful at employing contextual guessing strategies.These researchers found that dictionaries were used equally by both good and poor English achievers. There was, however, the notable difference in the way students used their dictionaries: Dictionary used by high achievers involved a series of questions: “Was it necessary to consult the dictionary? What information in the dictionary was relevant? Was the information worth copying down, and if so, in Chinese or in English?〞 Low achievers, on the other hand, followed〞a relatively inflexible set of procedures for dictionary use rather than a decision0 making process〞(wen, Q.,& Johnson, R. K., 1997:36 ).4.2 Semantic guessing strategyHuckin, Hnynes & Coady (1993) deeply study the context-based meaning.Guessing strategy plays an important role in acquiring vocabulary, cultivating their guessing words ability can improve their reading speed, and save time. So it can stir up their reading interests and enlarge their page views. Skills for guessing unfamiliar English words tell us how to guess words. Getting meaning from inference means that you infer, or guess, meaning from the clues provided by the context –the sentence or passage in which the word appears. There are four steps. First, decide what part of speech of speech the unfamiliar words. Next, make out what the sentence or passage is about. Then, find out the words or phrases that help you get the idea. Finally, use these clues to guess the meaning of the word. For an example:The soldiers were ordered to fire at the enemy.Questions:1.What part of speech is “fire〞? _________.2.Does the sentence talk about war, business, or a bale?___________.3.What words in the sentence helped you answer Question 2?_________and_________.4.Fire means__________a)to let someone from a jobb)to shootc)red-hot flamesThe sentence contains two clues to the meaning of “fire〞.First, “fire〞 is a verb. Second, he sentence talks about war; the word“soldiers〞 and “enemy〞 help youunderstand this. You can immediately eliminate the choice “red-hot flames〞, since it is a noun answer that refers to blame. Although the choice “to let someone go from a job〞 is a verb answer, it refers to business and should be eliminated. The choice “to shoot〞 is a verb answer that talks about fighting; it is the correct answer.4.3 Memory strategy of vocabulary acquisitionThe so-called memory strategy refers to various memorizing methods or skills for students, its principles are: tide up, organize and relate to the content. In China, memory method is a traditional strategy to learn vocabulary. In order to deal with the examinations, the students adopt the memorystrategy. Thecommon memory strategies are: keyword strategy, word list, context strategy.4.4Keyword strategyThe key word strategy can benefit a wide variety of students with language needs in the areas of vocabulary, comprehension of academic language, sentence structure, organizing and explaining information, and transferring information across settings. When the strategy is routinely used, students can master its basic mechanics and key word review during direct language intervention sessions can be a foundation for increasingly complex and challenging practice and review of a variety ofcurriculum based language skills.Keyword strategy is put forward by Atkinson (1975). The method includes two steps: first, the learners find out the similar sounding word between the mother langue and the second language. Second, build up a metal image. Paivio (1991), Pressley (1982) think that keyword strategy is important. However, it has its limitation, which is difficulty to find the same pronunciation of each word. In China, Wangwenyu (1998) found that Chinese students seldom use the keyword strategy because of its complexity.4.5Word listNation (1982) makes a conclusion: word list is an efficient way to accumulate large number of vocabularies in a short time. O’ Malley &Chamot (1985) think that mechanical memorizing is the efficient way to memory vocabulary. Decontextualized word list have been used extensively to teach vocabulary. Presenting vocabulary in list form is an efficient study method in which students can learn large numbers of words in a short time (Meara P.1995:8-10). Such list, however, having been stripped of context, are difficult to deal with. A majority of language learners prefer decontextualize word lists just because the application of such list seems to be more practical and much easier to deal with, saving more time.In addition to facilitating memorization and learning, word list serve another purpose in the reading class: motivation. Upon adopting a corpus-based list of the 3,000 most frequently used words. List is much more effective to helpstudentsfocus on less-frequently encountered words that require more intensive study and organized review.4.6Context strategyThe second language vocabulary acquisition can not be separate from context.Context is a main factor of vocabulary acquisition. It is an efficient methodto acquire vocabulary in the context. From thesemantics point of view, James Inhofe announce d the regularity of acquiring vocabulary in From Paragraph to Essay. The basic principle of acquiring vocabulary focus on the context, so that we can know the relation between the form and meaning. By Krashen’s Monitor Hypothesis Theory, many researchers tend to acquire vocabulary in the context.5. Other strategiesResearchers study the other strategies to acquire vocabulary. Contact method, Semantic coding method, assimilation strategy, self-text strategy.When I was in the third year in the college, I have a lexical class. From the class, we know many strategies to acquire vocabulary: Repetition, suited for kids and primary school students. Spelling and pronunciation, suited for middle school students. Context, learning the new words in phrases, sentences, never learn it alone. Semantic: grouping words according to the meaning, sound, semantic field and so on. It is for all levels. Association: free association of antonyms, antonyms, homonyms, and homonyms. Emotion: learning words with strong emotions, or emotional sentences. Different physical surroundings: learning in one place is low efficiency than more places. Over learning: word cards or flashes: use key words cards.In a word, vocabulary acquisition plays an important role in English language learning. It is necessary for learners to command of vocabulary acquisition strategies. Because it can help us acquire vocabulary more efficient and communicate with people in life.ConclusionThis paper has attempted to provide some theories of second language vocabulary acquisition and some strategies. Such as metacognitive strategy, cognitive strategy, and social strategy. However, this paper also put forward some microcosmic strategy. As a matter of fact, vocabulary acquisition should combine the context. In addition,this paperhasn’t mentioned that culture is also an important factor in vocabulary acquisition. In the study of second language vocabulary acquisition, we should pay attention to the process and the acquiring results. This paper focuses on the study of the second language vocabulary acquisition strategies.Bibliography[1] A.U. Chamot. The Learning Strategies of ESL Students. In A. L.Wenden & J. Rubin, (eds), Learner Strategies in Language Learning, 1987.[2] Cater. R. and M. McCarthy. Vocabulary and Language Teaching. NewYork: Longman, 1987.[3] Nation, L. S. P. Teaching and Learning Vocabulary. New NewburyHouse Publishers, 1990.[4] O’Malley, J. & Chamot, A. U.. Learning Strategies in SecondLanguage Acquisition [J]. CambridgeUniversity Press, 1990:12-15.[5] Oxford, R.. Language Learning Strategies [M]. Newbury House,1990.[6] Paivio, A. Vanadian Journal of Psychology, 1991(45).[7] Pressley, M& Levin, J. R& Delaney, H. D. Review of EducationalResearch, 1982(52).[8] Rudin, J.. Learners strategies: theoretical assumptions,research history and typology [A]. In A. Wenden, J. Rubin (eds).Learning Strategies in Language Learning [C]. New York: Prentice Hall. 1987.[9] Schmitt, N. & McMarthy, M. (Eds). Vocabulary: DecriptionAcquisition and Pedagogy. Cambridge: CambridgeUniversity Press, 1997.[10] 桦，益芳.中国儿童英语词汇记忆策略探究[J].外语学刊,2001(4).[11] 戴曼纯. 论第二语言词汇习得研究[J]. 外语教学与研究，2002(2).[12] 徐德凯.大学英语词汇教学理论与实践[M].：出版集团XX公司，2009.[12] 王文宇.观念、策略与英语词汇记忆[J].外语教学与研究，1998(1).[13] 文秋芳. 英语学习策略论.：外语教育，1996.[14] 吴霞，王蔷.非英语专业本科生词汇水平研究. 外语教学与研究，1998(1).[15]纪英.英语词汇学教学与研究[M]. ：华中科技大学,2007.[16] 朱厚敏. 英语词汇学习策略研究[M] ：大学，2009.外国语学院 A0924 班周莉 33号。

与词汇学有关的英语作文

与词汇学有关的英语作文Vocabulary Learning: Tips and Strategies。

Vocabulary is an essential component of language learning. It is the foundation that enables learners to communicate effectively and express themselves accurately. However, mastering vocabulary is not an easy task. It requires a lot of time, effort, and dedication. In this article, we will discuss some tips and strategies that can help learners improve their vocabulary.1. Read extensively。

Reading is one of the most effective ways to learn new words. It exposes learners to a wide range of vocabulary in context, which helps them understand how words are used and how they relate to each other. Reading also helps learners develop their comprehension skills and expand their knowledge of the world.To make the most of reading, learners should choose materials that are appropriate for their level and interests. They should also use a dictionary to look up unfamiliar words and try to use them in their own writing and speaking.2. Use flashcards。

英语词汇学论文-构词法

Abstract词汇是我们在英语学习过程中最大的障碍。

然而,英语构词法能够帮助我们很好的辨别并正确理解英语，同时也可以在短时间内增加我们的词汇量,英语构词法是学习英语的有效途径和强有力的“武器"，在所有的英语构词法中，词缀法能够生成的新单词是最多的也是最广泛，它被认为英语学习的最佳途径之一。

除了词缀发以外,复合法、转类法、混成法、截短法、首字母拼音法、逆向构词法也都是英语学习的有效途径Vocabulary is one of the main obstacles of English study。

However English word formation can help us recognize English words, understand them correctly, and enlarge our vocabulary quickly. It is an efficient way and powerful weapon for English study. Among them，affixation is the strongest one to form a great range of vocabulary, and it is claimed to be one of the best ways of learning English。

Besides, compounding, conversion, blending, clipping, acronyms, back—formation are also efficient ways of learning English。

In the paper the ways and characteristics of word formation is analyzed form these aspects: affixation, compounding，conversion，blending。

英语词汇学论文

英语词汇学论文词汇使我们在英语学习过程中的最大障碍,。

然而,英语构词法能够帮助我们很好的辨别并正确理解英语,同时也可以在短时间内增加我们的词汇量,就是我们学习英语的有力武器。

本学期上了词汇学,学到了一些以前学不到的东西。

总体的感觉就就是“原来英语中的词汇也像中文一样博大精深,而且很活,有很多学问”。

在语言的发展过程当中,词汇也就是起着举足轻重的作用。

在教学实践中,有相当多的教师与学生对词汇的教学认识就是片面的,认为学生只要记住单词的发与拼写及词义就足够了。

于就是,许多学生就只会机械地背诵课本后词汇表中每个英语单词与与之相对应的汉语解释。

而当她们要把这些词汇运用到写作与口语中的时候,结果却就是错误百出。

究其原因,就在于教师的教学方法使学生认为:词汇就是静止的单个词语的总与,只要掌握单个的词语就足够了。

其实这种认识就是有局限性的,谈不上就是真正的掌握。

其结果就就是遣词造句时的生搬硬套,逐字逐句的别扭翻译。

事实上,词语就是有生命的,就是活动的,而不就是孤立的。

“词与词在很多方面都就是相联系的,这也就是掌握词汇并将其储存在记忆中的方式”。

因此, 教师在词汇教学中除了教会学生单词的发音及其词意外,还应注重核心词汇的教学与词语搭配的教学。

这两个方面虽然同属于词汇教学的范畴,但却就是紧密相连,缺一不可的。

只有把这两方面的内容真正搞清楚了,才能准确无误地运用各类词汇。

语言中单个词的语法归类称为该词的词性。

英语词汇可以通过自身形态的变化引起自身词性的变化,这就使得英语的构词法有着灵活性与多样性的优势。

例如:英语的名词通过添加词缀可以变成动词或形容词;动词通过添加词缀也可以变成名词或就是形容词等。

英语构词法中词汇的变化大部分都就是通过词汇本身形态的变化而产生的。

英语的这一特性使英语具有强大的派生能力,许多的词都就是由其它词通过词形的变化派生而来的。

其中在英语词汇中变化最多的就是英语的动词、名词与形容词。

比如:通过对动词形态的改变,动词就会产生人称、时态、语态、情态以及非谓语(不定式、分词)的词性变化;也会产生词类的变化。

Lexicology and My English Study 英语词汇学论文

Lexicology and My English StudyI. What Is Lexicology?The term lexicology was borrowed from the French word lexicology, which contains two morphemes: one is Greek lexicology, meaning ‘workbook’ or ‘vocabulary;’ the other is French logie, meaning ‘the study or science of.’ So the literal meaning of the term is ‘the science of words.’The term first appeared in the 1820s, though there were lexicologists in essence before the term was coined. Computational lexicology as a related field (in the same way that computational linguistics is related to linguistics) deals with the computational study of dictionaries and their contents. An allied science to lexicology is lexicography, which also studies words in relation with dictionaries – it is actually concerned with the inclusion of words in dictionaries and from that perspective with the whole lexicon. Therefore lexicography is the theory and practice of composing dictionaries. Sometimes lexicography is considered to be a part or a branch of lexicology, but the two disciplines should not be mistaken: only lexicologists who do write dictionaries are lexicographers. It is said that lexicography is the practical lexicology; it is practically oriented though it has its own theory, while the pure lexicology is mainly theoretical.Comprehensively speaking, lexicology is the branch of linguisticsconcerned with the study of the vocabulary of a given language. It deals with words, their origin, development, history, structure, meaning and application. In short, it is the study of the signification and application of words.Ⅱ. Aims and Significance of LexicologyThe aim of the term lexicology is to give a systematic description of the English vocabulary. Concretely speaking, English lexicology offers students an insight into the origin and development of the English vocabulary. It deals with meanings of Modern English words and their changes in the course of historical development. It discusses the problems of word-structure and word-formation in English, including the formation of new words which have appeared since the 1960s. It also it also studies the use of English words, phrases and idioms.The significance of lexicology for language learning is also evident. The term will help the learners to enlarge their vocabulary and improve their ability to analyze and use English words. For instance, the study of new words, synonyms, figures of speech, etc. will arouse the interest of the learners on the one hand, and enhance their ability to choose the correct and expressive words in writing and speech on the other hand.Language learning requires practice. Practice makes perfect. Without practice there would be no theory. English lexicology as a theory of Modern English may be useful in vocabulary study because it derivesfrom practice and should guide practice. Students will use the basic knowledge of English lexicology to understand the material already familiar to them from English classes, and apply it in their further study of English.Ⅲ. Language, Linguistics and LexicologyBriefly speaking, lexicology deals with words. Words are the foundation and core of language. We know that without words, there would be no language, while without language, there would be no linguistics. Therefore, words, that is, lexicology, language and linguistics are very closely interrelated with one another. Before studying lexicology, we should learn about what language is and what linguistics is.Ⅳ. The Connection of Lexicology with phonetics and grammar and stylistics1) With phonetics:Phonetics is the study and systematic classification of the sounds made in spoken utterance, that is, the study of speech sounds. It is closely related to lexicology.Without sound there is no word because every word is unity of sound and meaning.2) With grammar:V ocabulary and grammar are organically related to one another. In learning a language, attention to grammar is as important as attention tovocabulary. Joseph Stalin pointed out that the vocabulary is the building material of a language. The vocabulary of a language assumes tremendous importance when it comes under the control of grammar, which is concerned with the modification in front of words and the combination of words into sentences.3) With stylistics:Stylistics is “the study of optional variations in the sounds, forms, or vocabulary of a language as characteristic of different uses of language, different situations of use, or different literary typ es.” Lexicology studies stylistics variants on the basis of meanings of words and their changes: synonyms, antonyms, figures of speech, etc.Stylistics is concerned with language variety differing according to use rather than user. The same user may use different varieties for different purposes, different situations, in conversation with different people, to produce different effects. The same subject matter can be expressed in different styles.Ⅴ. Two Approaches of the study of LexicologyThere are two main approaches to the study of lexicology, that is, synchronic and diachronic.The term synchronic means describing a language as it exists at one point of time. The term diachronic means concerned with historical development of a language.A synchronic approach is an approach to the study of a language at one period of time, whereas a diachronic approach is an approach to the study of the change in a language that took place over a period of time. Ⅵ. The Division of the History of the EnglishThe history of the English language is divided into three periods.1) The period from 450 to 1150 is known as the Old English or Anglo-Saxon period. It is described as the period of full inflections, since during most of this period the case endings of the noun, the adjective, and the conjugation of the verb were not weakened.2) The period from 1150 to 1500 is known as the Middle English period. During this period the inflections, which had begun to break down towards the end of the Old English period, became greatly reduced, and it is known as the period of the leveled inflections.3) The period from 1500 to the present day is called the Modern English period. A large part of the original inflectional system has disappeared, and it is known as the period of lost inflections.Ⅶ. The Main Processes of English Word-formationThere are four main types of word-formation in English:1) Prefixation:Affixation includes prefixation and suffixation. Affixation is the morphological process whereby grammatical or lexical information is added to the base.Affixation has played an active part in the course of the development of the English language. It is not only an age-old, but also a productive method in English word-building.What is prefixation?Prefixation is a main type of word-formation putting a prefix in front of the base, sometimes with, but more usually without a change of word class, e.g. dislike (dis + like).2) Suffixation:Suffixation is a main type of word-formation, putting a suffix after the base, sometimes without, but more usually with a change of word class, e.g. frankness (frank + ness)The primary function of prefixes is to effect a semantic modification of the base, and the chief function of suffixes is to change the word class of the base, although suffixes have only a small semantic role. Therefore suffixes may be classified into four categories according to the word class.3) Conversion:Conversion (or full conversion) is a main type of word-formation assigning the base to a different word class with no change of form. For example, the verb release is converted to the noun release.In the English language conversion is unusually prominent as a word-formation process. Of course, conversion, like other main types ofword-formation, is treat as a process now available for extending the lexical resources of the English language.There are two kinds of conversion: full conversion and partial conversion.4) Compounding：Compounding is a main type of word-formation adding one base to another, such that usually the one placed in front in some sense subcategorizes the one that follows, e.g. blackbird, etc.Compounding can occur not only in the three major word classes, nouns and, to lesser extent, adjectives, and, to least extent, verbs but also in other word classes: prepositions, such as into, within, by means of, instead of, etc. pronouns, such as each other, one another, anybody, someone, herself, itself, etc. and adverbs, such as headlong, somehow, somewhere, upside down, inside out, etc.A compound is a lexical until consisting of more than one base and functioning both grammatically and semantically as a single word. Compounds usually comprise two bases only, however internally complex each may be.Ⅷ. English IdiomsIdioms are very important and extremely interesting part of language. They are commonly used in all styles of language: informal and formal, spoken and written. If we can understand and use idioms correctly, ourlanguage skills increase constantly. One important problem our students have with idioms is how we understand them in our daily study.The best way to understand an idiom is to see it in context. Let us give an example below.If someone says: This ti n opener’s driving me round the bend! I think I’ll throw it away and get a new one. Then the context and common sense tells us that drive round the bend refers to something different from driving a car round a curve in the road. So the context points out that the tin opener is not working properly and that it’s having an effect on the person using it.Drive or send sb. round the bend is an idiom used as an informal style meaning ‘to make someone very bored or very angry.’Ⅸ. British and American EnglishGrammatical differences between British and American English are few. The more noticeable differences are phonetic and especially lexical. It does not seem likely that distinctions between British English and American English will become more extensive. On the contrary, as the modes of communication have improved, the tendency is towards uniformity and better understanding between the people of the two countries.But why does American English differ from British English?There are two reasons for this.Firstly, British English itself changed in the course of time. All languages change as time passes. English is no exception. That is why Chaucer’s English is different from Shakespeare’s English, and why Shakespeare’s English is different from contemporary Engli sh.Take the following English word borrowed from Latin and Greek for example.Such words as apparatus, complex, focus, maximum, minimum, series, etc. appeared in English only after the year 1600.In the past fifty years British English has adopted a great number of words that originated in American English.Words like cafeteria, highlight, hotrod, OK, etc. are example.Secondly, American English has acquired a character of its own. It reflects the growth, development and history of American society.In the earliest period a number of words denoting places, plants, animals, tools, and customs which existed in America were added to the English language, e.g.Hickory—a type of tree of North America which provides hard wood and bears nuts.Moose—a type of large deer, with very large flat horns, that lives in the northern pert of America.The above-mentioned words belong to American English and were borrowed from American Indian languages.After the American Independence a number of words related to institutions appeared, e.g. assembly, congress, president, representative, vice-president, etc.Strictly speaking, British English is the English spoken by the great majority of educated people in South and Southeast England, especially in London and its vicinity. BrE or BE is shot for British English. American English is General American spoken by the great majority of the American people. AmE or AE is short for American English.References:I.Chengzhang Lin﹠Shiping Liu An Introduction To EnglishLexicology, WuHan University Press FourthII.Wikipedia。

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2012 英语词汇学论文 英文版