浅析英语同形异义词与多义词的区别
同形词及多义词的区分及其对词典编纂的影响
同形词与多义词的区分及其对词典编纂的影响刊?世纪之交的应用语言学?〔于根元主编〕，播送学院2000年12月苏新春一、同形词的根本性质及其意义划分标准同形词是指字形一样而意义不同的两个或两个以上的词。
“意义不同〞是构成同形词的根本标准。
从理论上看这个解释是很清晰的，但多年来同形词总是吸引着人们的注意力，总是在花力气甄别它与“左邻右舍〞的关系，这说明要真正在理论和实践的结合上解决好同形词问题，还有不少难点。
i其中最重要的一点就是如何区分它与多义词的界限。
用“意义〞标准来区分来源不同的同形词是比拟容易的，因为文言词与白话词〔如【参见】“多用于书或文章的注解〞与【参见】“以一定礼节进见，谒见〞〕、方言词与普通话词〔如【白话】“指不能实现或没有根据的话〞与【白话】“指现代汉语〔普通话〕的书面形式〞〕、外乡词与外来词〔如卡车的【卡】与关卡的【卡】〕等来源不同的同形词，虽然字形一样，由于意义迥异，二者的区别还是容易分辩。
但对从一个多义词分化而来的同形词，“意义标准〞运用起来就有很大的困难。
也就是说一个词原有的多个义项在什么情况下算“一家人〞，属于一个词内部的X围，什么情况下算“另一家人〞，属词与词之间的同形词关系？二者的界限在哪里？“意义〞亲疏远近的“度〞在哪里？这就是由多义词分化而来的同形词与多义词区分的难点所在。
在划分词的单位时，过分依赖意义标准，这是不得已而为之的事。
由于汉语缺乏形态标志，使得汉语在确定各级单位时都会遇到类似临界的困难。
往上算，词与词组的界定如此。
ii往下算，词义与义项义的界定、同形词与多义词的界定也是如此。
不象英语，词的界限非常清楚，词有完整的外部形态标志，词与词之间要分写。
既然汉语的性质如此，那么对意义标准的依赖与正确把握就成为不可回避而至关重要的事情。
下面三点是在运用意义标准时必须要加以考虑的：1，意义的同异指的应是词根本义的同异。
词与词的本质区别在于根本义的不同。
如【熟地】与【熟地】，iii前者是“药名〞，后者是“经过多年耕种的土地〞。
漫谈英语的“一词多义”现象
漫谈英语的“一词多义”现象作者：钱伟来源：《英语学习》2018年第10期英语中一词多义现象很普遍，其中，大多数词义是相关的，有明显的引申或比喻关系。
如will表示“将要、愿意、希望、意志（力）、遗嘱”；park表示“公园、停车场、停放”；pool表示“水池”或在口语中指“美式台球”（snooker是英式台球，billiards为统称）；convention表示“会议、国际公约、惯例、习俗、规矩”等；chick的意思是“小鸡”，也表示“少女、小妞儿”（多含贬义）；toast既是“烤面包（片）”，也表示“祝酒”，据说这是由于旧时在英国流行一种习俗：人们饮酒时，常把一块放有香料的烤面包片加入酒中，这样可使酒味更醇美。
该习俗在莎士比亚时代尤为风行，所以我们今天才有to drink a toast的说法。
然而，还有些词的不同义项看起来毫无逻辑联系，让人感到莫名其妙、颇为费解。
下面我们来看几个常见的词。
这个词有两个完全无关的意思。
第一个意思表示“球”，如football、basketball、volleyball 等，这个词义来源于古日耳曼语；另一个意思是“舞会”，如palace ball（宫廷舞会），该词义来自于法语 bal，与其同源的还有ballet（芭蕾）一词。
油菜与强奸“撞衫”也纯属尴尬的巧合。
其实，表示“油菜”的rape一词来自拉丁语的rapa，最早是“芜菁”的意思。
欧洲油菜源于甘蓝和芜菁，所以拉丁语也称欧洲油菜为rapa。
而表示“强奸”一词的rape则来自拉丁语的rapere，意思是seize。
然而，来源不同的两个词居然后来在演变过程中变成了完全相同的词形。
well也有两个没有任何关联的义项。
一个是副词，表示“良好地、恰当地、妥善地”。
如Well begun is half done.（良好的开端是成功的一半。
）；a well-loved tale（一个深受喜爱的故事）；Well done！（干得好！）这个词义来自于古日耳曼语，与will（希望、希冀）同源，引申为“好的”。
新人教版维词课堂选择性必修三 Unit 4
have a rough time 多暴力的；犯罪率高的：
It was a rough neighbourhood and it was already dark.
rough 语义网络图
“粗糙的”道路
粗糙的
rough （基本义）
sink
sink
Loose lips sink ships.
祸从口出
这是二战时流行的一句著名口号。 当时到处挂着的宣传画上都可以看到这 样的警句。
这句话告诫人们，战争年代到处都 可能有敌人的间谍和奸细，如果我们口 疏泄密，随时都可能引起重大的破坏和 事故。
sink v
vi & vt（使）下沉；（使）沉没 反 float：
• The government has decided to increase salaries for all civil servants.
turn down turn down
turn down由 turn + down 组成： turn → 转动 down → 向下 借助小品词down去理解turn down 的各义项。
turn down 使音量等降“下”来
关小；调低（音量等）反 turn up： Could you please turn down your TV a bit? 拒绝 (refuse)： 将人的请求等扔“下”去 How could you turn down such a fantastic job when you
词源解读
application的词源义已经消失了。随着时代的发展和社会 的进步，逐渐衍生出其他的释义，特别是“申请（书）” 和“应用程序”这两个释义，是到近现代才产生的。
浅析英语多义词和同形异义词
浅析英语多义词和同形异义词多义词和同形异义词的明显区别在于二者的起源、词源学说及词义的相关原则。
他们当中有的可通过区分其特征加以辨别，但仍有一些词汇无法用上述方法识别。
英语学习者要掌握其特殊的语义特征，将二者熟练地运用到日常生活及文学作品之中。
标签：同形异义词多义词英语学习作为语言的基本单位，词汇是英语学习中非常重要的一部分。
在词汇学习的过程中，我们会遇到诸多困难。
其中之一便是多义词与同形异义词的区分。
多义词即一个词具有多种意义、且意义之间密切相关。
例如，hand的词义多达五个：He was walking with a book in his hand.（手）；The hand of the clock goes around…（指针）；He is a good hand at games.（有某种经验的人）；He writes a good hand.（字迹，手迹）；The sculpture of Lei Feng shows a master hand.（手艺，技能）。
而同形异义词则是指那些形状相同、但各词义却相差甚远、毫无关联的词。
以bear为例，She cannot bear children.可作出两种解释：第一，She has no ability to give birth to children；第二，She cannot tolerate children。
由于多义词和同形异义词都是形同而义不同，所以学习者难以区别。
（一）多义词和同形异义词的起源1.多义词的起源。
多义词产生的第一种方式是辐射。
在这个过程中，原有的词义作为核心词义派生出许多新的词义。
换言之，多义词的产生就是一个单词意义结构的不断发展和扩张。
当一个单词刚出现时，只被赋予一个词义，即原始词义。
随着时间的推移和语言的不断发展，该单词被赋予越来越多的词义，即派生词义。
例如，neck的核心词义是that part of man or animal joining the head to the body，即脖子，下列词义都是从这一词义派生而来：①that part of the garment，即衣领；②the neck of an animal used as food，即动物颈肉；③the narrowest part of anything，即细长部分，颈部。
英语中的歧义现象浅析
英语中的歧义现象浅析作者：王孟涛来源：《经济研究导刊》2011年第03期摘要：在日常生活中由于一词多义，语法结构混淆以及语义关系相当复杂，在英语中经常发生歧义现象，因此不论在口语还是在书面语中都应避免歧义句。
从语音和词汇层面以及句法层面对英语中的歧义现象进行分析，教育人们在英语学习和日常生活中尽量避免由于歧义现象而导致的误会和麻烦。
关键词：歧义现象；形成；词汇层面；句法层面；避免中图分类号：H0文献标志码：A文章编号：1673-291X（2011）03-0296-03一、歧义现象的定义歧义现象(Ambiguity）,是英语语言中一种特殊现象。
语义学认为，当一个句子具有两个或者两个以上的解释时就可以看做是歧义句（ambiguous sentence）。
英语中有各种各样的歧义句。
我们可以根据不同的标准对歧义进行种种不同的分类。
如可以根据歧义是否是发话人有意造成的将歧义分为有意歧义（intentional ambiguity）（在文学语言和广告中经常采用）和无意歧义（unintentional ambiguity）；根据语言信息载体的不同将歧义分为书面歧义（written ambiguity）和口头歧义（oral ambiguity）；还可根据歧义所表现的不同层次将歧义分为短语歧义、句子歧义、句群歧义等。
二、语音歧义英语语音的连读、重读，语调的升降以及读句中的停顿等都可能引起歧义，从而导致听者误解。
语音上的歧义主要由于两个同音异义的词语或者由于句中词语的连读等引起。
例如：a:. Why do we sometimes call the Middle Ages the Dark Age?我们为什么把中世纪叫做黑暗时代？b:. Because they had so many knights.因为他们有太多的武士（夜晚）在这个例句中只看汉语翻译是不能理解对话的原意的，因为这个句子中knights（武士）和nights （夜晚）同音但是不同义，故造成了歧义。
浅析词汇歧义
浅析词汇歧义作者：李萌来源：《读写算·教研版》2013年第05期摘要：歧义是各语言中常见的语言现象，本文的着重研究点为词汇歧义。
词汇歧义多由多义词（polysemy）、同形异义词（homonym）和词汇粘和程度造成。
文章中将依次介绍这三者的产生原因、表现形式和实际应用价值，旨在引导英语学习者对词汇歧义现象有个全面生动的了解，促进英语学习。
关键词：词汇歧义；多义词；同形异义词；词汇粘和程度中图分类号：G642 文献标识码：B 文章编号：1002-7661（2013）05-010-02歧义（ambiguity）是指一个句子或一句话模棱两可，可以作两种或多种翻译。
它是语言的自然属性。
而词汇歧义（lexical ambiguity）则是诸多语言歧义现象的一种。
词汇歧义多由多义词（polysemy）、同形异义词（homonym）和词汇粘和程度造成。
词汇歧义具有很高的现实应用价值，由词汇歧义所引起的语言歧义现象在实际语言应用中发挥着积极的作用，尤其在幽默，广告，新闻，谜语，名言，双关语和文学作品中得以充分体现。
下面让我们通过一些具体的语言例子依次对多义词、同形异义词和词汇粘和程度所引起的歧义问题做简要分析。
首先，我们来区分一下多义词和同形异义词。
多义词（ polysem y）的定义为：一个词语有着两个或两个以上意义，而各意义间存在某种内在联系，从词源上来看是由同一个词义分化出来的，该词就是多义词。
而同形异义词是指那些形式相同，但在词源上没有联系，各词义相差较远甚至毫无关联的词。
一、多义词1、产生原因多义词是一种语言用来丰富和发展其词汇的一条重要途径。
一词多义的形成原因有多方面，简要说来由以下几点：使用范围的转移，如 Chatter 一词原义是“不停发声”，当用来指人时就成了“喋喋不休”，指鸟时是“啁啾”，还可以指“（猿）啼”，“（机械）哒哒响”。
专业词汇和普通词汇之间的相互转化，如He became used to the dry cell.此句中，dry cell是一个歧义点，如取专业词汇意义，则为dry battery，译句为：他已习惯于使用这种干电池了。
英语本科毕业论文：浅谈中学英语教学活动中同形异义词和 多义词的区分问题的学习要领
本科毕业论文中文题目：浅谈中学英语教学活动中同形异义词和多义词的区分问题的学习要领外文题目：An Analysis on the Learning Principles of Distinctions Between Homonymy andPolysemy in Middle School EnglishTeaching院系英语语言学院专业英语(教育)年级2007级学号0715********学生严元媛指导教师王昊灿结稿日期2011年4月30日四川外语学院重庆南方翻译学院教务处制2011年 4 月 30日填浅谈中学英语教学活动中同形异义词和多义词的区分问题的学习要领摘要：人们历来重视对同形异义词的研究。
但是词汇演变的情况十分复杂，同形异义词在演变过程中与多义词往往有交叉现象。
某些词兼有同形异义词和多义词的内容，稍不注意，就可能混淆，因此很有必要掌握二者的区分问题。
同形异义词和多义词是语义学领域里面一对难以分认清楚的概念。
特别是在中学英语教学活动中，两者的区分问题给许多英语学习者在理解单词的确切意思上带来了麻烦。
论文首先从理论的角度阐述了同形异义词与多义词的定义。
随后作者谈到了同形异义词与多义词的来源和区别。
然后，本文分析出中学英语教学活动中，学生对学习两类词汇所存在的问题。
最后，作者针对存在的问题，通过老师和同学两个方面，分别提出对策。
通过本文的写作，笔者希望本文的浅析能帮助中学英语学习者解决英语学习过程中学习和掌握同形异义词和多义词的区分问题，提高学生学习英语的兴趣。
关键词：同形异义词；多义词；中学英语教学；学习要领An Analysis on the Learning Principles of Distinctions Between Homonymy and Polysemy in Middle School English TeachingAbstractPeople have always thought highly of researching homonymy. However, the evolution of vocabulary is extremely complicated. During the procedure of evolution, there are cross connections between homonymy and polysemy. Some words contain contents both with homonymy and polysemy. It is easy for English learners to be confounded through an oversight. Therefore, it is quite essential to master the distinctions between homonymy and polysemy.The concepts of homonymy and polysemy often get muddied in Semantics. In the middle school English teaching, especially, distinctions of the two pose a lot of difficulties to English learners on the understanding of the exact meanings.In the first part of the paper, the author theoretically elaborates the definitions of homonymy and polysemy. Then, the author explains the origins and distinctions between homonymy and polysemy. After that the author analyses the problems for middle school students in studying the two words in middle schools. Lastly, the author puts forward the related solutions based on the previous problems for teachers and students.In this paper, the author expresses her wish to solve the problems of studying the distinctions between homonymy and polysemy in middle school English studying and foster these English learners with interest in learning.Key words: homonymy; polysemy; middle school English teaching; learning principleAcknowledgementsFirst and foremost, I would like to express my heartfelt gratitude to my supervisor, Lecturer Wang, both for her intellectual guidance and for her warm and constant encouragement during the process of writing this paper. With patience and prudence, she labored through drafts of this paper and pointed out defects in my theorizing. Therefore, I owe all the merits in this paper, if any, to her, though I am fully aware that the paper might still contain some mistakes, for which I bear the whole responsibility.My cordial and sincere thanks go to all the teachers in the Department of English, who‟s interesting and informative courses have benefited me a lot during my college years. The profit that I gained from their profound knowledge, remarkable expertise and intellectual ingenuity will be of everlasting significance to my future life and career.I am also very grateful to my classmates, who have given me a lot of help and courage during my stay in the college and throughout the process of writing this paper.Last but not the least，big thanks go to my family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this paper.Contents中文摘要 (ⅰ)Abstract (ⅱ)Acknowledgements (ⅲ)Introduction (1)Ⅰ. Understandings of Homonymy and Polysemy (2)A.Definitions of Homonymy and Polysemy (2)B.Origins of Homonymy and Polysemy (4)C.Distinctions between Homonymy and Polysemy (5)Ⅱ. Problems of Studying the Two Types of Words in Middle School English (8)A.Problem of Pronunciation (8)B.Problem of Remembrance (9)C.Problem of Knowing the Cultural Differences (10)Ⅲ. Solutions of Studying the Two Types of Words in Middle School English..12A.Amelioration in Teaching Methods of Teachers (12)B.Enhancement in Abilities of Students (17)Conclusion (23)Notes (24)Bibliography (25)An Analysis on the Learning Principles of Distinctions Between Homonymy and Polysemy in Middle School English TeachingIntroductionIn our country, English study is always the problem for middle school students. And the vocabulary is one of the three core elements of English and foundation of English learning. With the higher requirement of English learning ability for students, they may find that English is become more and more difficult to learn. It is also a hard nut to crack for the English vocabulary of homonymy and polysemy. And the concepts of homonymy and polysemy often get muddied in Semantics. In the middle school English teaching, especially, distinctions of the two pose a lot of difficulties to English learners on the understanding of the exact meanings. This paper is aimed at putting forward some learning principles of distinctions between homonymy and polysemy in middle school English teaching.In order to analyze the learning principles of the two type words, the first and foremost step is to have an all-round understanding of homonymy and polysemy. With the knowledge of the definitions, origins and differences of homonymy and polysemy, the next step is to find out the problems in learning English. Then, it is easier for readers to get familiar with the exact present problems in middle school English learning. And after that, the reader can look for the correct solutions put forward in the third part.The roles of learning the homonymy and polysemy are essential in English study. These solutions which mentioned in this paper is aimed at making the distinctions clear, helping middle school students in English learning and assisting teachers in English teaching.Ⅰ. Understandings of Homonymy and PolysemyA. Definitions of Homonymy and PolysemyThe study of polysemy and homonymy has a long history on the philosophy of language, linguistics, psychology, and literature. The complex relation between meanings and words were first noted by Stoics. They observed that one word could carry different meanings. Through the subsequent research into the issue of polysemy and homonymy, it is found that there is an extensive grey area between them. How to distinguish the two is an important issue lying in front of the researchers. Polysemy and homonymy are rarely a problem in language use because of the adoption of contextual cues. They are sometimes used as a source of puns to achieve stylistic value such as humor and irony and to heighten dramatic power, which embody the richness and coincidence of language.Homonymy refers to the phenomenon that words having different meanings have the same form, i.e., different words are identical in sound or spelling, or in both.Homonymy is usually viewed to hold between words –forms whose senses are completely unrelated. A word with at least two entirely distinct meanings yet sharing a lexical form is said to be homonymous. One of the most commonly cited examples of homonymous words is “bank”, which has a financial institution sense and an edge of a river sense. These senses seem clearly unrelated, and the fact that they are associated with the same word form seems purely accidental. Homonyms can be categorized into three types：When two words are identical in sound, they are homophones.When two words are identical in spelling, they are homographs.When two words are identical in both sound and spelling, they arecomplete homonyms. Below are examples of each kind:Homophones: rain/ reign, night/ knight, piece/ peace, leak/ leekHomographs: bow (v.) / bow (n.) tear (v.) / tear (n.), lead (v.) / lead (n.)Complete homonyms: fast (adj.) / fast (v.), scale (n.) / scale (v.)1At this stage a question that readily comes to mind is that when two forms are identical both in sound and spelling, how can we tell whether they are two meanings of the same polysemic word, or two complete homonyms? This is an interesting question but difficult to answer. What we can depend on is the etymology of the words in question. A polysemic word, i.e., a word with several meanings, is the result of the evolution of the primary meaning of the word, such as the word “table”. The various meanings of the word are related to some degree. Complete homonyms are often brought into being by coincidence. For instance, “ball” meaning “a round object used in games” and “ball” meaning “a large formal social event at which people dance” are complete homonyms. The word “ball” bearing the first meaning is a native English word. It so happened that in French there is a word, spelt in the same way, bearing the second meaning. And this word somehow found its way into the English language. The result is that in English today we have two complete homonyms “ball”and “ball”.The coexistence of several meanings in a word is called polysemy. The word polysemy comes from Neo- Latin polysemia (polymany, sema-sign), that is, having or characterized by many meanings for a single word or phrase. Polysemy seems to be motivated by metaphoric thought, that is, the relation between two polysemies seems to be the result of a certain underlying metaphor for shape, size, position, outward appearance, function and so on:While different words may have the same or similar meaning,the same one word may have more than one meaning. This is whatwe call Polysemy, and such a word is called a polysemic word.There are many polysemic words in English. The fact is the morecommonly used a word is, the more likely it has acquired more thanone meaning. Take the word “table”for example. It is a verycommon word in English. If we look it up in any dictionary, we willfind that it has at least the following seven meanings:A piece of furnitureAll the people seated at a tableThe food that is put on a tableA thin flat piece of stone, metal, wood, etc.Orderly arrangement of facts, figures, etc.Part of a machine-tool on which the work is put to be operated onA level area, a plateau2Historically, Polysemy can be understood as the growth and development of, or change in, the meaning of words. We assume that the original meaning of “table” had only one meaning referred to as a thin piece of stone, or wood. This is called its primary meaning. Later on it gradually came to acquire the other meanings it now represents. We can probably guess that when people learned to make a piece of furniture with wood, the furniture thus made was given the name “table”. This is the sense in which the word “table”is used most often while its primary meaning has become less common.B. Origins of Homonymy and PolysemyThere are various sources of homonyms: change in sound and spelling, borrowing, etc.:Change in sound and spelling. Some homonyms are native by origin, derived from different earlier forms in Old English. Thechange in sound and spelling gradually made them identical inmodern English.Borrowing As a result of heavy borrowing from other languages, many words of foreign origin coincide in sound and/or spellingwith those of native origin or with those of other foreign origin.Shortening many shortened forms of words happen to be identical with other words in spelling or sound.3Based on the sources of homonyms, the origins of homonymy can be divided into seven parts:“one, the converging sound-development; two, the diverging sense-development; three, the foreign influence; four, the zero derivation; five, the abbreviation of words; six, the use of euphemism; seven, the different dialects and varieties.”4The origins of polysemy are sum up into six big parts: one, shift in application; two, specialization in a social milieu; three, homonyms reinterpreted; four, Radiation; five, Concatenation; six, Foreign influence.C. Distinctions Between Homonymy and PolysemyIn fact, polysemy is very similar to homonymy. Two words can be polysemous when their senses are somehow related, as long as they are not equal while homonymy is usually viewed to hold between word forms whose senses are completely unrelated. Given that we have a written form with different meanings, are we to say it is one word with different meanings (polysemy) or two different words with the same shape (homonymy)? What are the criteria that enable us to distinguish between polysemy and homonymy?There are some possible ways of answering these questions.Firstly, dictionary usually bases their decision upon etymology. If it is known that identical forms have one origin, even if they have different meanings, they are treated as polysemic and given a single entry in a dictionary. If it is know that they have different origins, they are treated as homonymous and given separate entries. Thus, on the ground of a shared etymological knowledge, table (furniture) and table (arrangement of data) are polysemic, while pupil (student) and pupil (the round opening in the middle of eye) are homonymous. Secondly, it is reasonable to suggest that where the differences are regular and to some degree predictable, we have polysemy rather than homonymy. One of the most familiar kinds of regular relationship between meanings is that of metaphor where a word appears to have both a literal meaning and transferred meaning. A good example is the words for part of body, such as “foot in his foot” and “the foot of the mountain”. Thus, “foot” is more likely to be regarded as a polysemic word with literal meaning and transferred meaning. Thirdly, another different way of attempting to establish polysemy rather than homonymy is to look for a central meaning. Around the central meaning are radiations of other meanings. The word “table”as a polysemic word is a good illustration. The core of meaning is a piece of furniture, and then appears other ones extending from it, such as a dish and people sitting at table. Fourthly, it is tempted to say that where the antonym is the same we have polysemy, and the difference of antonym implies homonymy. For example: “The same word …black‟ can refer to a kind of heavy color and also black people Negro. Its antonym white correspondingly has two meanings: a light kind of col or; people of European descent.” Thus “black” belongs to polysemic word. While the word “light”is concerned, it has different autonyms: light- heavy, light- dark. So they are usually seen as homonyms.It‟s easy to distinguish homophones and homographs with polysemy for homophones have different spellings and phonographs have different sounds. But Perfect homonyms and polysemy are fully identical regarded to spelling andpronunciation.Homonyms refer to different words, which happen to share the same forms. Polysemy is the one and same word, which has several meanings: One important criterion is to see their etymology. Homonyms are from different sources. A polysemy is from the same source, which has acquired different meaning in the course of development. The second principle is semantic relatedness. The various meanings of a polysemy are correlated and connected to some central meaning to a greater or less degree. Meanings of different homonyms have nothing to do with one another. The third principle is to check the entry in the dictionary. A Polysemic word is under one same entry in the dictionary, while homonyms are under different entries.Polysemy and homonymy, as important concepts in lexical semantics, explore the relation between different senses. The distinction between polysemy and homonymy is important because it separates the principled from the accidental. Their pragmatic functions are noticeable, for they are stylistically useful to achieve such contextual effects as humor, irony, and heightened dramatic power. Due to the ingenious employment of polysemy and homonymy, people are impressed with their semantic power and the richness of language.Ⅱ. Problems of Studying the Two Types of Words in MiddleSchool EnglishV ocabulary is one of the three core elements of English and foundation of English learning.The British famous linguists, D.A. Wilkins held a view: “Without grammar, lots of things cannot be expressed; without vocabulary, nothing can be expressed.”5Learning a new language, only accumulating a large vocabulary can only be mutual communication running smoothly. For this reason, in English teaching, vocabulary teaching is very significant.However, at present, this is not hard to find that in China vocabulary teaching is a point and difficulty for both English teachers and students in middle schools. Aiming at the difficulty of learning English vocabulary, then, take effective measures and carry on the effective teaching can get twice the result with half the effort.The primary task of putting forward solutions is to find out existing problems. That, in turn, could come up with more and better solutions.The problems of studying the two types of words in middle school English can be divided into three main parts: the problem of pronouncing the English words, the problem of remembering the English words, the problem of understanding the cultural differences between western countries and our own country.A. Problem of PronunciationAs a foreign language, English is completely different from our mother tongue, whether the spelling and the pronunciation of letters and words, or the grammar and the structure of the sentences. In our country, children learn the Bopomofo when they are at an early age. This way of learning words has laid adeep imprint in their mind. It is clear that this kind of ways has also produced a strong negative effect on their later foreign language learning. Especially these do not receive the simple English trainings before they attend the middle school.For many fresh middle school students, when they first meet with the English, they will feel quite hard to pronounce these English letters. Because the way of spelling English letters is different from the Chinese, to some extend, there are many difficult sounds for our Chinese to pronounce. English learners should make a point of obtaining correct pronunciation and intonation at the very beginning. But it is not easy for these beginners during the first stage.For the sake of being left behind, many students use the Chinese words to write below these English words for pronounce instead of remembering these pronunciations by themselves. This phenomenon will cause a problem in learning English. Since English and Chinese are two different languages and do not belong to the same language system. Obviously, the way of pronounce the Chinese words cannot replace the way of pronouncing the English words. In the immediate aftermath, it will influence the effect of mastering the exact English vocabulary and even more will affect the study of the middle school students. If their performances in English learning get worse, they will lose heart and give up the study of English over time. At that time, for the fear of that there may be no need to talk about the learning principles of the distinctions between the homonymy and the polysemy.A.Problem of RemembranceThe path in the language learning is full of hardships that need these learners to overcome and constant progress by great efforts. After the first stage of English learning, some students who have overcome the difficulties in pronouncing may get successful. Then, they are faced with another problem of remembering English words. In some ways, some students show their greatinterest in learning foreign languages. However, along with the difficulties increase, most of the students lost their enthusiasm with time go by. Especially, when they ascended to the senior, there have a large amount of new words need them to remember. But they do not find out the scientific methods for remembering English words and they always spend much time on one new word. It is an obvious phenomenon that with the higher grade the students become, there will be more and difficult learning task for them. Basically, they have to learn the new words and phrases everyday. And many of these words and phrases are quite difficult to understand. They make these learners painstaking when students are faced with them. On the other hand, some words can not be rem embered even after many times‟ memorizing. This kind of situation may bring to the English learners into frustration. Accordingly, this part of students may have fear in psychology, resist in emotion and negate in action. And they may take these failures due to their lower learning ability.When they become afraid of remembering English words, they may also have the same attitude about homonymy and polysemy. Because the two special kinds of vocabulary are more difficult to learn and remember. For these two types of words, learners could not learn them well without good master and good memorization of the one or two or even more meanings of them.B.Problem of Knowing the Cultural DifferencesNo matter how well learners master the vocabulary, it needs to mention one essential point in learning English or any other foreign language. That is the significant role of the cultural difference.English and Chinese belong to two entirely different language families and they are remote in their cultural aspects. A good understanding of western culture is a great help in learning foreign language. For the learning of English, many students do not have the realization of the culture of England and America.It is necessary to know that during the evolution of homonymy and polysemy, the homonymy presents a cross feature with the polysemy. And the formation of the homonymy and the polysemy could not be shaped without the cultures. That is to say, during the evolution of vocabulary, they are combined with the development of cultures.However, with heavy learning task, the middle school students have no time or any chance to know the culture. To some extend, this is the one problem in teaching managements. Because of the lack of important information, it caused the less understanding of the meanings of homonymy and polysemy. And it gives rise to the unsuccessful performance of the English learners.With the analysis of the problems above, this is time to put forward solutions to solve these problems. The study of the distinctions between homonymy and polysemy in middle school English teaching is related to both the teachers and the students.Ⅲ. Solutions of Studying the Two Types of Words in MiddleSchool EnglishA.Amelioration in Teaching Methods of TeachersWhen students are faced with the exact problems in English vocabulary learning, whether they can still have learning interest on vocabulary or psychological rejection or not depends on whether the leading functions teachers have played or not. Without the guidance of teachers, it is difficult for students to accomplish the self-regulation, induction and consolidation by themselves. Therefore, stimulating and maintaining students‟ interest in learning vocabulary and let them to accept vocabulary learning voluntarily is solving the students‟ difficulties in vocabulary learning for the precondition. The next point is that good teaching methods are the key of teachers in helping students to solve the problems in English vocabulary learning. Finally, effective memory strategy is the important way to help students to solve the problems in English vocabulary learning. Through the exploration of teaching and the study theory after long-term thinking, there formed the following strategy for teachers: In order to arouse and maintain students‟motivations and interests in learning English vocabulary, the first strategy for teachers is aimed at solving the problem of pronouncing. In China, some teachers should pay more attention to their pronunciations which sound with dialects. Because the most direct way to help students in improving the ability of pronounces is that teacher‟s master Standard English pronunciation. It is no doubt that the more Standard English teachers speak, the better pronunciation students learn. Then, in the English pronunciation lesson, there are three tips for teachers: one, giving enough time for students in practicing pronunciation; two, offering chances for students in checking their wrong pronunciation; three, summing up regular patterns ofpronouncing the English alphabet and words.The second strategy is aimed at creating a harmonious relationship between teachers and students. The harmonious relationship between teachers and students can stimulate the student listen to the teaching of teachers‟ and get the recognition, which can inspire the enthusiasm of students and then accept the teaching. This is a universal law in educational psychology. During the teaching, the teacher can make great efforts to create a democratic, harmonious, equality, comfortable teaching environment. And have communications with students in positive emotions. Strengthen the emotional ties, and to establish the harmonious relation with students between teacher and students. Especially for those students who have difficulties in vocabulary learning. Teachers can often give them with appreciate the eye-contact, with recognition smiles, with affirmation eyes, and the cordial motion expression, and so on. To meet their desire and warm care for the needs of self-confidence, encourage them to establish a determination to overcome difficulties.On the foundation of the harmonious relationship, teachers can improve the interest of vocabulary teaching and adopt the flexible ways of evaluation in order to let the students get the success experience and strengthen their learning motivation. The famous scientist, Albert Einstein, once said that interest is the best teacher.6 And there is another famous saying of Confucius that the one who know it, rather good of; good of, enjoy rather of.7Many students will feel headache when they see English vocabulary. The key to this problem is that they lack of interest to English vocabulary learning. They feel that learning brings up borings. Therefore, when teachers are teaching vocabulary, they can stimulate students‟ interests through these methods, like holding guessing, establishing the scene, or with some small competitions in study. Meanwhile, teachers can make students learning vocabulary in the live scenarios. Teachers design some more acceptable and internal learning content for teaching according to the students‟psychological characteristic.American educational psychologist, David P. Ausubel once pointed out:“motivation and the relationship between learning is a typical complementary relationship. Not a simple one-way relationship.”8 When teachers in vocabulary teaching, at the same time, should let students gain the success experience. Especially, for those students who have difficulty in lexical learning. It is particularly important for them.For example, when asking students to spell words, teachers can consciously have those unsuccessful students to read some monosyllabic words and help them to get successful. And teachers should use some incentive words to evaluate them. As long as they have little progress, teachers can use “Good, Excellent, Well done”, these good words to encourage them. Only when the fulfillments are reinforced again and again, will these students be full of self-confidence and will dare to try and create new success.The third strategy for teachers is to improve their teaching methods and to improve the students‟ ability to use words. The current new teaching materials are regarding the language structure as the main body and to develop the ability of communication as mainline throughout the materials. The education idea and education content become an organic whole. Not just teach students with the simple and boring grammatical structure. The more important task is to teach students how to use language, how to learn a language through the use of language. Make the process of foreign language teaching becomes the process of language communication. However, the students have no English language environment basically. And the ultimate purpose of the vocabulary learning is to use vocabulary flexibly. The key of how to solve this contradiction still lies in the teacher. In the class, the teacher should set up situation for students as far as possible, and connect the student‟s life experience and learning. In order to let the students experience the scene and practice their skill of listening, speaking, reading and writing. In order to get the purposes of flexible use of vocabulary learning. Besides the outside of class, to increase the reading quantity of students, to raise the good language sense of them, there is some specific practice as followings:。
多义词同形或同音异义词分析
多义词\同形或同音异义词分析作者：傅爱娟来源：《成才之路》2011年第33期一、多义词的特点1. 从历时角度看多义词的几个义项中，有一项是基本意义（primary meaning），它是词在语言长期使用中间固定下来的最常见、最主要的意义。
一个词之所以会产生多种意义，是因为人们在语言使用的过程中，从词的基本意义引申出与基本意义有联系的其他意义，这样便使一个词具有几个义项。
如“短”的基本意义是长度不够，由此而引申出“欠缺”的意思，如“短处”；“薄”的意义是指厚度不够，由此而引出“不够浓”“不够肥沃”的意义，如“薄酒”“薄田”。
此外，还有一种转义，即以词的本义来比喻另一事物，因而又转生出另一种意义。
如“辣”本指一种味觉，“手段很辣”则比喻“狠毒”。
英语的“green”本指绿色、青色，多数植物在春天会变枯为绿，因此产生了比喻意义：“青春、生气”。
随着词义的发展、变化，词的基本意义要么过时了，不常用，要么就一起消失。
例如，“pain”的原义指“罚、刑罚”，这种意义只用于“pains and penalty”和“upon/under pain of”的词组中，现在大多用它的派生意义“suffering”和“great discomfort of the body or mind”。
2. 从共时角度多义词被认为是在特定历史时期同一个单词的各种意义的共存。
在这方面，单词的基本意义是词义的核心，叫做中心意义。
相较之下，派生意义不管有多少，都是次要的。
二、形或音同而意义不同的同形或同音异义词1. 同形或同音异义词的种类。
（1）完全同音同形异义词。
这类词的特点是形和音同，但义不相同，如bank [b?藜e?誽k]河岸、bank[b?藜e?誽k]银行。
（2）同形异义词。
这类词的特点是形同而音和义不同，如bow[bаu]鞠躬、bow[b?u]弓。
（3）同音异义词。
这类词的特点是音同而形和义不同，如right[rait]正确的、write[rait]写。
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浅析英语同形异义词与多义词的区别摘要：本文从三个方面论述英语中的同形异义词(homonym)和多义词(polysem)通过分析它们的定义和起源,讨论英语同形异义
词与多义词的区别和不足。
关键词：同形异义词多义词区别
在学习词汇的过程中，我们会遇到区别同形异义词与多义词的困难。
由于它们形同义不同，所以难以区别。
虽然在英语同形异义词与多义词的区别上可以遵循一些规律, 但它们并不准确。
本文从英语同形异义词与多义词的定义、起源和区别三方面阐述自己的观点。
一、同形异义词和多义词的定义
同形异义词被定义为具有相同形式的两个或两个以上的词。
同形异义词即语音形式相同，但义项之间没有明显联系的词。
(束定芳, 2000: 56) 如：英语中的post1指“邮件”和post2指“标桩”，它们是同形异义词。
多义词指有一个以上的意义，且有不同种类语义成分的词。
多义词被定义为一个词有多种意义, 而且意义之间密切相关。
如: letter可用作具有以下任何意义的名词: a.文字，字；字母。
b.信，函件；证书，许可证。
c.文学；学问；文化修养。
二、同形异义词和多义词的起源
同形异义词的起源: 语音发展的集中( converging sound- development)。
有些词在语言发展的初期,发音、拼写和意义都不
同, 但在语言的发展过程中, 特别是在“元音大转变”(great vowel shift)之后偶然合成同形异义词。
如 yard（庭院）来自古英语的geard，yard（码）来自古英语的gerd。
外来词的影响( foreign influence)。
由于从外语中吸收词汇，导致很多外来词碰巧与英语中的一些词在发音和拼写上一致，造成了很多同形异义词。
如fair（市场）来自拉丁语的feria，而fair （非常）则来自古英语的faeger，fair（舞会）来自于古法语的baler。
词语缩略的结果( the abbreviation of words)。
部分同形异义词是通过缩略造成的。
如cab←cabriolet（双轮马车），cab←cabin（小屋），cab←cabbage（洋白菜）。
多义词的起源:运用范围的转变( shift in application)。
如pretty 原来用在描述女性的容貌上, 如果用在a pretty penny中, 意义就改变了。
不同社会领域中词的特殊意义( specialization in a social milieu)。
如消防队员说的fire通常是flame, 而士兵说的fire可能是shoot。
同形异义词的重译( homonyms reinterpreted )。
在历史上由于形式相同而产生的同形异义词, 由于人们的心理作用, 成为现
代英语中的多义词。
如ear of a person(人的听觉器官)与ear of corn(玉米穗) 中的ear分别来自拉丁语auris 和acus。
但是后来随着音变, 它们变成了同形异义词。
而到了现代英语，它们却成为
多义词。
放射( radiation)。
放射是指词义以原始词义为中心，其他派生词义向四周放射出去。
（王寅，2001: 228）如eye原始词义是“眼睛”，通过隐喻和转喻而产生了“眼光”、“针眼”、“风眼”、“芽眼”等的派生词义。
连锁( concatenation)。
连锁是指词从原始词义出发产生第二个词义，然后再从第二个词义产生第三个词义，最后派生词义与原始词义看不出联系，词义呈线状扩展。
如candidate最初指“穿着白衣的人”, 然后指“穿白衣求职的人”, 后来指“谋求官职的人”，而现在指的是“候选人”。
三、同形异义词和多义词识别的原则与不足
当遇到两个发音和拼写相同的词时，很难判断它们是同形异义词还是多义词的两个词义。
在这种情况下，通常用以下两个方法来区别。
词源学( etymology)。
同形异义词之间互相独立，起源不同。
而多义词则是一个词的原始词义不断演变的结果，词义之间彼此联系，如上文所举的letter。
英语中的一些词不能通过这个方法来判断。
英语中有些词毫无联系，却有同样的来源。
如sole1 （脚底）和sole2（比目鱼）看不出有明显联系，但它们的词源却是相同的。
相反,人们把毫无关联的词义认为是多义词的不同词义，如上文所举的例子“ear of corn (玉米穗)”和“ear of a person(人的耳朵)”的词源不同,
但很多人把它们当作多义词。
意义相关( relatedness of meaning)。
如果词义之间相互联系即为多义词，反之为同形异义词。
词典编撰者在编写词典时对同形异义词和多义词有重要的区别，因为同形异义词的不同词义列在不同词条下，而多义词的不同词义则列在同一词条下。
他们倾向于使用意义的相关程度来区别多义词。
( saeed, 1997: 64)如在《柯林斯英语字典》中，hooker的两组无关词义列在两个词条下，而hook 的十个不同词义列在同一词条下。
人们可以寻找一个原始意义作为确定多义词的基础。
有的词义间的意义相关很明显，如key可以是key to a gate,也可以是key to a problem,还可以是keyword,而in a high key与这些词义的联系不明显，很难判断出它是多义词。
四、结语
同形异义词和多义词在英语中广泛应用，人们很难判断一个有多种意义的词是同形异义词还是多义词。
词源学和意义相关只能区别部分词汇，但仍有一些词汇无法辨别。
二者特殊的语义特征，还有待进一步的研究。