An Empirical Study of Word Class Labeling of Total Reduplication Lex⁃ emes in New Century Chinese-English Dictionary ( 2nd edition)

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.

A STUDY OF THE ROLE OF L1-CHINESE IN ACQUIRING AN L2-ENGLISH WORD LACK BY CHINESE EFL LEARNERS

Based on Nation's (2004) classification of word knowledge and Jiang's(2000) psycholinguistic model of vocabulary acquisition in a second language,this experimental study centres on the role Of L1-Chinese in developing the semantic and syntactic aspects of the word lack by Chinese EFL learners.Two production tests and an acceptability test are employed among 90 subjects.From the results of the study,it can be seen that Chinese EFL learners have great difficulty in acquiring lack because of the negative influence of their L1- Chinese.That is,Chinese EFL learners are more likely to misuse an L2 word with multiple word classes, when the syntactic category of its L1-Chinese'equivalent'word is only identical with one of these classes. Thus,it is proposed that both Chinese EFL teachers and learners should pay more attention to the cross- language'equivalents'that do not belong to the same word-class category in their L2 word acquisition to prevent the negative Ll-transference and the occurrence of lexical fossilization.

Word Class Influence upon L1 and L2 English Word Association

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.