the widely discussed study of word class categorization has a long history of more than 2000 years,which is known as the study of the“God Particles”in language.As a typical analytic language,Modern Chinese,due to it...the widely discussed study of word class categorization has a long history of more than 2000 years,which is known as the study of the“God Particles”in language.As a typical analytic language,Modern Chinese,due to its lack of morphological changes,is challenged by a thorny problem of word classes especially when it comes to the criteria for word class identification and the treat⁃ment of multiple class membership.As such,all the controversies eventually give rise to some contradiction and confusion in word class labeling in Modern Chinese and Chinese-English dictionaries.As an important grammatical means in Chinese and the focus of lexicology and rhetorics,total reduplication lexemes serve as an essential part of Chinese-English dictionaries with complex and diverse word classes.Guided by the Two-level Word Class Categorization Theory,this thesis focuses on the word class labeling of total reduplication lexemes in New Century Chinese-English Dictionary(2nd edition)backed by large-scale balanced Modern Chi⁃nese corpora.With an innovative theoretical perspective,this study not only contributes to the word class labeling of total reduplica⁃tion lexemes and even sheds light on the compilation of Chinese-English dictionaries,but also drives the study of Modern Chinese word classes in the long term.展开更多
This study explores word class influence upon L1 and L2 word association. The participants included 26 L1 English speakers and 28 advanced EFL learners who finished an English word association test that involved three...This study explores word class influence upon L1 and L2 word association. The participants included 26 L1 English speakers and 28 advanced EFL learners who finished an English word association test that involved three types of stimuli： nouns, verbs and adjectives. Response words to the stimuli were classified into paradigmatic, syntagmatic, encyclopedic and form- based categories. Results show that： 1） L2 mental lexicon largely resembled that of L1 English speakers in that both were dominated by paradigmatic association, but L2 syntagmatic association was obviously weaker than that of L1 across the three word classes; 2） Verbs and adjectives demonstrated a greater potential to elicit syntagmatic responses than nouns in both L1 and L2 association; 3） Compared with verbs and adjectives, nouns were more paradigmatically challenging to L2 learners.展开更多
文摘the widely discussed study of word class categorization has a long history of more than 2000 years,which is known as the study of the“God Particles”in language.As a typical analytic language,Modern Chinese,due to its lack of morphological changes,is challenged by a thorny problem of word classes especially when it comes to the criteria for word class identification and the treat⁃ment of multiple class membership.As such,all the controversies eventually give rise to some contradiction and confusion in word class labeling in Modern Chinese and Chinese-English dictionaries.As an important grammatical means in Chinese and the focus of lexicology and rhetorics,total reduplication lexemes serve as an essential part of Chinese-English dictionaries with complex and diverse word classes.Guided by the Two-level Word Class Categorization Theory,this thesis focuses on the word class labeling of total reduplication lexemes in New Century Chinese-English Dictionary(2nd edition)backed by large-scale balanced Modern Chi⁃nese corpora.With an innovative theoretical perspective,this study not only contributes to the word class labeling of total reduplica⁃tion lexemes and even sheds light on the compilation of Chinese-English dictionaries,but also drives the study of Modern Chinese word classes in the long term.
基金supported in part by a research grant from Jiangsu Provincial Education Bureau (2014SJD118)
文摘This study explores word class influence upon L1 and L2 word association. The participants included 26 L1 English speakers and 28 advanced EFL learners who finished an English word association test that involved three types of stimuli： nouns, verbs and adjectives. Response words to the stimuli were classified into paradigmatic, syntagmatic, encyclopedic and form- based categories. Results show that： 1） L2 mental lexicon largely resembled that of L1 English speakers in that both were dominated by paradigmatic association, but L2 syntagmatic association was obviously weaker than that of L1 across the three word classes; 2） Verbs and adjectives demonstrated a greater potential to elicit syntagmatic responses than nouns in both L1 and L2 association; 3） Compared with verbs and adjectives, nouns were more paradigmatically challenging to L2 learners.
