英語(yǔ)學(xué)習(xí)型詞典典型詞例的選取

前言

徐海博士帶來書稿的清樣索序，讓我分享他的一份喜悅。隨同書稿，他還給我捎來一篇文章。起初我沒看清楚是什么內(nèi)容。他走后，我瞅了一眼：原來是一篇將書稿部分內(nèi)容加以拓展和深化而形成的論文，已為《國(guó)際詞典學(xué)雜志》（International Journal of Lxicography）所采用。在此之前，徐海博士已經(jīng)在《國(guó)際詞典學(xué)雜志》上發(fā)表過論文，也是從本書稿中抽出的其中一些精華的章節(jié)。換言之，徐博士在本書中所體現(xiàn)的研究成果是為國(guó)際詞典學(xué)界的同行所認(rèn)可的?，F(xiàn)在他在國(guó)內(nèi)推出了全書，是件可喜可賀的事，我想讀者乃至詞典學(xué)界的人士都會(huì)從中受益的。近20年來，詞典學(xué)的專著，一部接一部出版，從通論到專論，從宏觀研究至微觀研究，功夫愈做愈細(xì)，問題的探討也越來越深入，而視野則越來越開闊。徐博士這本《英語(yǔ)學(xué)習(xí)型詞典典型詞例的選取》就是個(gè)好例子。他探索的是一個(gè)范圍有限的問題，但卻綜合了現(xiàn)代詞典學(xué)、語(yǔ)言學(xué)、語(yǔ)料庫(kù)語(yǔ)言學(xué)等成果，進(jìn)行了多角度、全方位的研究。在這個(gè)問題上，采取較全面、較大規(guī)模的定量分析的，他是第一人，一反過去某些人只滿足于主觀推論或經(jīng)驗(yàn)鋪陳的做法。他的研究結(jié)論牢牢地建立在他所獲得的數(shù)據(jù)的基礎(chǔ)之上。因此，本書在提高英語(yǔ)學(xué)習(xí)型詞典詞例選取的質(zhì)量方面、具有理論上的啟發(fā)意義和實(shí)踐上的指導(dǎo)意義，應(yīng)該是無(wú)可置疑的。我國(guó)詞典學(xué)的發(fā)展出現(xiàn)了一個(gè)可喜的現(xiàn)象，開始和世界的同行接軌：在國(guó)際學(xué)術(shù)團(tuán)體任職者有之，在國(guó)際會(huì)議上作主題發(fā)言人的有之，在國(guó)外的著名出版社或權(quán)威刊物出書、發(fā)文者有之。也就是說，我國(guó)的學(xué)者已經(jīng)能夠和世界的詞典學(xué)家站在一個(gè)平臺(tái)上說話。徐海博士就是這樣一名能與國(guó)際學(xué)界對(duì)話的年輕學(xué)者。他這本著作用英文出版，不消說，將獲得交流之便。但有點(diǎn)可惜的是，本書主要在國(guó)內(nèi)發(fā)行，不諳英文的讀者，也就無(wú)緣了解本書的內(nèi)容以及其中所應(yīng)用的理論和方法。但愿徐博士不久將來還有機(jī)會(huì)推出同類的中文著作，惠及我國(guó)廣大讀者和辭書工作者。

內(nèi)容概要

本書主要探討以下問題：①哪些因素影響英語(yǔ)學(xué)習(xí)型詞典詞例的選取？②這些因素如何影響典型詞例的選取和呈現(xiàn)？③詞典編纂者應(yīng)當(dāng)采取哪些策略確保選例的典型性？    在詞例作為語(yǔ)篇的研究框架中，可確定至少有五個(gè)因素影響選例，即用例的意圖、詞例的語(yǔ)言信息量、詞例的源語(yǔ)篇、詞例所適配的詞典語(yǔ)篇以及特定詞典用戶對(duì)詞例的需求。因此，典型詞例的選取須滿足意圖性、信息性、銜接性和可接受性等要求。    典型詞例總是蘊(yùn)含編纂意圖。選例能否傳達(dá)明確的意圖，很大程度上取決于詞典編纂者是否正確預(yù)測(cè)用戶在何種情況下可能查詢目標(biāo)詞，是否意識(shí)到解碼意圖的詞例與編碼目的的詞例起著不同的作用。    就詞例的信息性而言，詞典編纂者須考慮語(yǔ)料庫(kù)檢索工具在詞例選取中的運(yùn)用以及相關(guān)的語(yǔ)言學(xué)理論對(duì)詞例選取的啟示。一些實(shí)用的檢索工具，如WordSmith，World Sketch Engine和FrameNet等，可直接用于提取信息量大的詞例。而信息豐富的詞例通常顯示目標(biāo)詞的語(yǔ)義、搭配和（或）句法信息?？蚣苷Z(yǔ)義學(xué)闡明了詞匯單位的典型框架以及框架成分，對(duì)于如何選取語(yǔ)義信息凸現(xiàn)的典型詞例起著指導(dǎo)作用。相關(guān)的短語(yǔ)搭配研究則有助于選取搭配信息充分的詞例。配價(jià)理論和句法轉(zhuǎn)換理論中的一些規(guī)則對(duì)于詞例的選擇起著句法制約作用。    詞例與源語(yǔ)篇之間的銜接問題主要是指示語(yǔ)的處理問題。據(jù)調(diào)查，人稱指示語(yǔ)通常在詞例中保留。具有口語(yǔ)語(yǔ)篇標(biāo)記的方位指示語(yǔ)here和there很少出現(xiàn)在詞例中。詞例的時(shí)態(tài)（即時(shí)間指示語(yǔ)）通常限于一般現(xiàn)在時(shí)和一般過去時(shí)；其他類型的時(shí)態(tài)除非受動(dòng)詞語(yǔ)義的影響很少出現(xiàn)在詞例中。    有關(guān)詞例與詞典語(yǔ)篇的銜接，編纂者須考慮詞典語(yǔ)篇中的其他因素，包括詞頻、詞性、詞義以及詞的標(biāo)記性，對(duì)詞例選取的影響。英語(yǔ)學(xué)習(xí)型詞典一般例釋無(wú)標(biāo)記的高頻詞的用法。但為了滿足一些用戶的特殊查詢需求，具有語(yǔ)體或感情色彩標(biāo)記的詞有時(shí)也配例。一個(gè)無(wú)標(biāo)記的詞通常每一義項(xiàng)配有兩個(gè)以上的例子，而一個(gè)有標(biāo)記的詞通常每?jī)蓚€(gè)義項(xiàng)配有_例。至于詞性的配例，動(dòng)詞、介詞和形容詞應(yīng)首先考慮。    詞例的接受性問題可用關(guān)聯(lián)理論解釋。一個(gè)最佳的例子是特定詞典用戶花最小的努力獲得最大的語(yǔ)言信息。這就要求詞典編纂者利用問卷調(diào)查的方法以及基于學(xué)習(xí)者語(yǔ)料庫(kù)和平行語(yǔ)料庫(kù)檢索，考查特定用戶的顯性和隱性的詞例查詢需求。同時(shí)，詞典編纂者應(yīng)適當(dāng)采用一些方式，如短語(yǔ)例與句例相結(jié)合、黑體、括注、警示例以及對(duì)詞例中的不常用詞、復(fù)雜結(jié)構(gòu)、文化信息的控制等，有效呈現(xiàn)詞例。    本書最后提出了一個(gè)英語(yǔ)學(xué)習(xí)型詞典典型詞例的選取與呈現(xiàn)的模式。

書籍目錄

序AcknowledgementsAbstract摘要AbbreviationsChapter One  Introduction　1.1  Rationale for the Present Research　1.2  Overview of Exemplification Research  1.3  Research Objectives  1.4  Research Methodology  1.5  Research Framework  1.6  Outline of the BookChapter Two  Intentionality of Illustrative Examples　2.1  Evidence for the Functions of Illustrative Examples　　2.1.1  Psycholmguistic Evidence    2.1.2  Empirical Evidence  2.2  Nature of Illustrative Examples    2.2.1  Infinite Utterances vs. Prototypical Examples    2.2.2  Syntagmatic Relationship vs. Paradigmatic Relationship  2.3  Classification of Examples' Functions    2.3.1  Descriptive Approach    2.3.2  User-oriented Approach    2.3.3  A Refined Classification of Examples' Functions    2.3.4  A Case Study of the Exemplification of the Word monopoly    2.3.5  Discussion　2.4  Evincing lexicographic Intentions in Illustrative Examples  2.5  SummaryChapter Three  Informativity of Illustrative Examples  3.1  Impacts of Technological Innovations on the Choice of Dictionary Examples    3.1.1  Manual Collection of Data    3.1.2  Computer Corpus and KWIC Concordancing    3.1.3  Word Sketch Engine    3.1.4  FrameNet Concordancing    3.1.5  Summary of the Technological Advances  3.2  Semantic Information in Illustrative Examples　　3.2.1  Overview of Frame Semantics    3.2.2  Implications of Frame Semantics for Lexicography    3.2.3  Application of Frame Semantics to Exemplification: A Case Study of the Lemma conclude    3.2.4  Procedures for Selecting Informative Examples from Corpus  3.3  Combinatory Information in Illustrative Examples    3.3.1  Significance of Word Combinatory Information in Linguistics and in Lexicography    3.3.2  Classification of Word Combinations: An Overview    3.3.3  Approaches to Phraseological Study    3.3.4  Method    3.3.5  Results    3.3.6  Discussion    3.3.7  Principles of Exemplifying Collocations  3.4  Syntactic Information in Illustrative Examples    3.4.1  Overview of Lexicogrammars    3.4.2  Treatment of Syntactic Information in Illustrative Examples in the "Big Five  3.5  SummaryChapter Four  Cohesion Between the Illustrative Example and the Source Text  4.1  Introduction  4.2  Relevant Studies    4:2.1  Theoretical Underpinnings    4.2.2  Critique of Relevant Research  4.3  Method  4.4  Results    4.4.1  Number of Example Sentences in the Sample Data    4.4.2  Person Deictic Expressions in Example Sentences    4.4.3  Place Deictic Expressions in Example Sentences    4.4.4  Time Deictic Expressions in Example Sentences  2  4.5  Discussion    4.5.1  Person Deictics from a Perspective of Information Structure Theory    4.5.2  here and there: Markers of Simultaneous Spoken Discourse    4.5.3  Conditions for Using Minor Types of Verb Tenses  4.6  SummaryChapter Five  Cohesion Between the Illustrative Example and the Dictionary Text  5.1  Relevant Studies  5.2  Method　5.3  Results　　5.3.1  Effects of Word Frequency, Part-of-Speech and Lexical Meaning on Exemplification    5.3.2  Factors Affecting Exemplification of Regionalisms    5.3.3  Effects of a Word's Subject Field on Exemplification    5.3.4  Effects of a Word's Currency on Exemplification    5.3.5  Effects of a Word's Style on Exemplification    5.3.6  Effects of a Word's Attitude on Exemplification    5.3.7  Summary of the Results  5.4  Discussion  5.5  SummaryChapter Six  Acceptability of Illustrative Examples to EFL Learners　6.1  Relevant Studies    6.1.1  User's Needs for Examples    6.1.2  Effectiveness of Different Types of Examples in Language Learning Tasks    6.1.3  Effects of the User's Proficiency Level and the Background Knowledge on the Selection of Examples　　6.1.4  Summary of Previous Studies　6.2  Method  6.3  Results    6.3.1  Results of the Questionnaire Survey    6.3.2  Results of the CLEC Concordances of the Erroneous Structure although...but..  6.4  Discussion: Theorizing the Findings with Relevance Theory    6.4.1  Overview of Relevance Theory    6.4.2  Interpreting with Relevance Theory the Criterion of Acceptability for Illustrative Examples  6.5  SummaryChapter Seven  Conclusions  7.1  Main Findings  7.2  Implications    7.2.1  Implications for the Practice of Dictionary Exemplification    7.2.2  Implications for the Development of Metalexicographical Theory  7.3  Limitations of the  7.4  Concluding RemarksReferencesAppendix　Appendix 1  Appendix 2  Appendix 3  Appendix 4  Appendix 5

章節(jié)摘錄

2.2 Nature of Illustrative ExamplesWith the conviction that exemplification is an effective device, lexicographers have to consider another important issue: what is the nature of an illustrative example？ The issue will be approached from modem linguistics perspective.2.2.1 Infinite Utterances vs. Prototypical ExamplesInfinite utterances are possibly produced with a small number of linguistic rules. Hence, a word in question is likely to occur in an unlimited number of utterances. Even in a medium-sized computer corpus, a target word is often shown in many instances of usage. Yet, not every instance of word usage in a corpus is suitable for a diction- ary example. Of the numerous examples of usage, some illustrate the typical usage of a target word, and some are just untypical instances of usage.Consider the following sentences:（1） The dog is in the yard.（2） The dog is barking in the yard.Both sentences are appropriate in some situations, but in exemplifying the entry word dog in a dictionary intended for elementary learners, we may choose the second sentence as an example and drop the first one.

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