On Lexicographical Translation in Bilingual Dictionaries and its Multi-disciplinary Theoretical Basis

Traditionally, in the field of bilingual lexicography, the main task for lexicographers is to provide lexical equivalents in bilingual dictionaries by all possible means. And accordingly, how to provide appropriate or satisfying translation equivalents in bilingual dictionaries is always the centre of attention in bilingual metalexicography. However, the history of bilingual lexicography shows that it has never been an easy task, because of linguistic and cultural anisomorphism. The usual compromise made by most lexicographers is to introduce partial or explanatory equivalents. This recourse means that most bilingual lexicographers, unfortunately, more than often, fail to meet the needs of foreign language learners. Certain misconceptions about the translation equivalents emerge among the language learners, which explains the awkward situation that besets bilingual exicographers. The present contribution aims at perceiving lexicographical translation as a dynamic process by which an adequate semantic system in the target language would be set up to serve as a functionally equivalent defining system. By doing this, bilingual lexicographers should establish a powerful target language semantic network, in which lexicographical sections like verbal illustrations, usage notes and etymologies, etc. would be considered together with the translation equivalents as an integrated whole. This is an attempt to describe the essential features of lexicographical translation and its multi-disciplinary theoretical basis, in the hope that future practice in bilingual lexicography might be improved.

Presenting Knowledge System of International Trade Terms in Business English Learners＇ Dictionaries

Dictionaries should present business encyclopedic knowledge as well as business linguistic knowledge. This paper, taking Incoterms for international trade as an example （with ＂CIF＂ as the case for analysis）, introduces 7 types of dictionary structures （overall structure, frame stzucture/megastrncture, macrostructure, microstzucture, distribution structure, cross-reference stzucture/mediostrncture and access structure）, summarizes the knowledge system of international trade terms （consisting of ＂international trade＂, ＂sets of rules of international trade terms＂, ＂Incoterms 2010＂, and ＂CIF＂）, and illustrates the methods of systematically presenting the knowledge system of international trade terms through dictionary structures in an English-English-Chinese bilingualized business English learners＇ dictionary with Oxford Business English Dictionary for Learners of English （New Edition） as a reference. Such presentation is intended for enhancing business English learners as dictionary users to grasp the knowledge of international trade terms as a whole.

Analyzing verbs＇ definitions in learner＇s dictionaries based on the schema theory

The synthetic defining style, a predominant way used to define verbs in many dictionaries, is the main factor that makes dictionary definitions vague and incomplete. The present paper argues that instead of the synthetic defining mode, an analytical meaning-explaining way should be used in dictionaries designed for SLA learners. The analytical meanings of verbs are viewed as mini-narratives and form event schemata comprised of three sub-schemata, namely, participant schema, action schema and scenario schema. The three sub-schemata should be clearly fore-grounded in verbs＇ definitions in learners＇ dictionaries.

Scaffolding Information of Learner’s Dictionaries for L2 Writing: A User Perspective

As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indispensable partof scaffolding in the L2 writing feedback system. However, the effects of dictionary use in L2 writing have longbeen ignored either in L2 writing pedagogy or in learner lexicography. By applying the concept of “scaffolding” topeer feedback as the theoretical framework, this study first clarifies three distinct types of scaffolding informationpresented in current English learner’s dictionaries, and then makes an investigation into EFL learners’ perceptionand practical use of scaffolding information in their English writing. Results show that most EFL learners havepositive attitudes towards scaffolding information and its role in motivating effective feedback in English writing.But their practical use of such information is not satisfactory owing to their inadequate skills and knowledge ofdictionary use. This reflects a high demand of a dictionary use course in universities, which will help to raise EFLlearners’ dictionary use efficiency as well as improve English teachers’ lexicographical expertise in English writingpedagogy.

The Role of Bilingualised Learner＇s Dictionary in Vocabulary Learning of Chinese College Students as non-English Majors

According to Cowie(2002), choosing which type of dictionary depends on"several factors, including the year of study, the level of linguistic proficiency of the users, and the nature of the study activity"(p. 195). After comparing the features of monolingual and bilingual learner's dictionaries, and examining the definitions and examples of three entry words(‘owe',‘deadlock'and‘pertinent') in six popular learner's dictionaries in China, we make a tentative conclusion that bilingualised dictionary is the better choice in vocabulary learning of Chinese college students as non-English majors. Some further investigations have to be conducted about the status quo of dictionary use among Chinese college students as non-English majors and their vocabulary learning strategies.

A Research on Bilingual Dictionary Based Sentence Alignment for Chinese English Parallel Corpus

Parallel corpus is of great importance to machine translation, and automatic sentence alignment is the first step towards its processing. This paper puts forward a bilingual dictionary based sentence alignment method for Chinese English parallel corpus, which differs from previous length based algorithm in its knowledge-rich approach. Experimental result shows that this method produces over 93% accuracy with usual English-Chinese dictionaries whose translations cover 31 88%～47 90% of the corpus.

English Language Corpora as a Secondary ELT Resource for Indian Learners

The author proposes here for utilizing ELC （English Language Corpora） as a secondary resource for developing ELT （English Language Teaching） materials for teaching English to Indian learners. We argue for using ELC as one of the most authentic representative collections of modem English language from where we extract necessary linguistic data, information, and examples to develop basic as well as additional resources of ELT, such as, text books, reference materials, syllabuses, grammar books, dictionaries, and terminology databases, etc., for Indian learners. Keeping the requirements of individual learners in mind we propose to customize materials to make these maximally useful within the broader scheme of CALT （Computer Assisted Language Teaching）. In our view, ELT resources developed from ELC are more useful for Indian learners, because ELC represents diversified varieties of usage of modem English in real situations, which Indian learners need to assimilate to be at par with others across the globe. Also ELC-based ELT resources are more interesting and beneficial to Indian learners, if instructors carefully utilize these resources keeping in mind the requirements of learners. If Indian ELT learners want to compete in global frame, then utilization of ELC-based ELT resources is the most useful solution, which we can ignore at the cost of our own peril.

A Study on Translation Strategies Used in Metaphor Boxes in Macmillan English-Chinese Dictionary for Advanced Learners

Macmillan English Dictionary for Advanced Learners(MEDAL) applied conceptual metaphor theory to practical lexicogra-phy systematically for the first time, namely, setting Metaphor Box. In the wake of MEDAL, Macmillan English-Chinese Dictionary for Advanced Learners was published based on the English blueprint. Due to different experience and thinking ways between Chi-nese and English, it is not easy for users to understand and translate the metaphors boxes without the help of proper translationstrategies. As an authoritative bilingual version for learners, it provided a template of understanding and translating metaphors.Thus, studying its strategies used in translating the metaphors boxes will be helpful for learners to understand and translate meta-phors in language learning. On the basis of strategies suggested by other researchers and case analysis, three main strategies usedin translating the Metaphor Boxes in the dictionary will be proposed.

国际中文教育资源建设背景下的对外中文词典编纂研究

对外中文词典是中文二语学习者自主学习的必备工具,也是国际中文教育基础资源的重要组成部分。国际中文教育资源发展要求对外中文词典应立足现有成果,以词典用户为中心,凸显词典的外向型和学习型特征。针对词典使用率低、数字化滞后的现实困境,我们需要吸收语言学、词典学等学科的前沿理论,借鉴其他辞书、教学资源的数字化经验,不断完善对外中文词典的编纂实践和推广工作。同时,应利用科技赋能,加快对外中文词典数字化转型的步伐;抓住“中文+职业技能”教育趋势带来的机遇,丰富词典类型,为新形势下国际中文学习者多元的资源需求提供精准服务。

日汉对译辞书《杂字类编》中的词语误认现象及成因

《杂字类编》收录的汉语词以近代汉语口语词和俗语词为主,杂以部分文言词和方言词,也存在一些非“纯汉语”成分和词语误认现象。《杂字类编》中的词语误认现象主要有两种类型:误认非词形式为词、误认词语对应关系。导致词语误认的常见因素有:文献来源与文本用字的影响、常用词和常用义的干扰、句法结构的重新分析,各种因素的“影响因子”存在差异,根本原因是对目标语言及其载体的“不完善学习”。结合相关文献,考察日汉对译辞书的词汇及词语误认现象,有助于梳理中日语言文化接触与相互影响的发展脉络,也有助于正确认识双语辞书的语言成分及其语料价值。

汉语融媒体学习词典的现状及发展趋势

融媒体学习词典是突破传统纸本辞书向用户中心化、信息数字化、媒体多元化方向发展的多模态电子词典,是当代词典学界重点研究的对象。就目前我国汉语融媒体学习词典的发展态势来看,正在积极搭建融媒体词典理论体系,聚焦以理论指导编纂的模式路径,已开发出以用户为本位的“JUZI汉语”、《当代汉语学习词典》等内、外向型融媒体词典。汉语融媒体学习词典的研究取得了一定的成绩,但仍然存在很多问题。汉语融媒体学习词典未来发展要坚持“以用户为中心”的基本原则,要强化汉语融媒体学习词典建设相关理论研究,要密切关注面向汉语融媒体学习词典的资源整合利用、多媒体多模态信息库的构建与实现、汉语融媒体学习词典原型平台的设计与实现、基于生成词库理论的词语关键语义特征挖掘及词典融媒体环境等问题。

基于领域术语词典和句式框架的藏汉机器翻译领域数据增强方法研究

藏汉机器翻译系统在新闻、时政等领域已经取得了显著的翻译效果,这主要归功于建立了相对充足的双语句对。然而,现有藏汉双语语料中存在较大的领域偏差问题,藏医、佛学等领域的数据极度稀缺,导致藏汉翻译模型在处理这些低资源领域句对时面临着领域词汇稀缺和翻译困难的挑战。为了解决这一问题,充分利用现有领域术语双语词典,提出了一种基于词典结合特定领域上下文语义关系的翻译质量提升方法,并应用于传统藏医药领域。首先,收集并建立了包含9166对词条的藏医领域术语双语词典,并利用该词典扩充低资源领域的数据,以提高翻译系统对于特定领域术语的覆盖率;其次,将词典中的词对直接添加到已有句对中、领域词典中的词来替换原有句对中的词两种方式进行数据扩充,以验证词典扩充的领域翻译性能;最后,考虑到领域特定句式信息对于翻译的重要性,通过分析特定领域的语境和语义关系,提出引入特定领域上下文句式框架来优化特殊领域的翻译性能,在传统藏医药领域进行测试。实验结果表明,在利用词典进行数据扩充后,传统藏医药领域的BLEU值从0提升到4.59,且文章提出的领域句式框架方法,仅构造5条句式框架,就能使BLEU值最高提升至6.32,这为解决低资源领域翻译问题提供了新的思路和方法。

融合敏感词典和异构图的汉泰跨语言敏感信息识别

通用跨语言文本分类模型识别毒品、暴力和自然灾害等敏感信息不准确,且汉泰双语敏感词表示多样化、难对齐导致不同语言信息聚合能力较弱,为此提出一种融合敏感词典和异构图的汉泰跨语言敏感信息识别方法。利用汉泰敏感词典构建具有文档对齐和词对齐的跨语言异构图结构,将文档以及所含关键词和敏感词作为节点,双语对齐、相似关系和不同词性作为边构建汉泰跨语言异构图;基于多语言预训练模型对文档节点和词节点进行表征;通过多层图卷积神经网络对输入文档进行编码,使用敏感信息分类器对文档进行分类预测。实验结果表明,所提方法准确率较基线模型提高了5.83%。

基于双语词典的远距离语对无监督神经机器翻译方法

为了缓解大型平行语料库稀缺性对机器翻译质量的影响,无监督方法在神经机器翻译领域备受关注,但其在远距离语言对上的翻译表现仍有待提高。因此,文中引入了翻译语言模型(TLM)并提出了Dict-TLM方法。该方法的核心思想是结合单语语料和无监督双语词典训练语言模型。具体而言,模型首先接受源语言句子作为输入,然后,不同于传统TLM只接受平行语料,Dict-TLM模型还接受源语言句子通过无监督双语词典处理后的数据作为输入,在这种输入中,模型将源语言句子中在双语词典中出现的单词替换为相应的目标语言翻译词,重要的是,该方法中的双语词典是无监督获得的。实验表明,Dict-TLM相对于传统无监督机器翻译在中英语言对上提高了3个BLEU分数。

19世纪汉法、法汉辞书的出版研究

汉法、法汉辞书的编纂始于东来耶稣会士。19世纪法国出版了第一部由法国人编纂并由法国政府出资的小德金编纂的《汉法拉词典》。此后,汉法、法汉辞书编纂工作如火如荼地展开,特别是从19世纪40年代起,此类型辞书的出版呈现出稳步增长态势,并从19世纪90年代起出现一个出版高峰期。19世纪,汉法、法汉辞书不仅在出版数量方面有了大幅度增长,而且在辞书规格、汉字印刷技术等方面也有了长足进步。在法国汉学家的帮助下,欧洲汉字印刷技术快速发展:从最初困难重重的汉字印刷发展到后来法国皇家印刷局铸字部主管勒格朗的汉字拼合金属活字。汉字印刷技术的进步使汉法辞书的规格开始多样化,特别是小型辞书的面世,携带方便,扩大了辞书的使用群体。

基于物性结构理论的材料因子表述与配列研究——以《当代汉语学习词典》定义式释义为例

物性结构理论为词汇表征提供了基本范式,同时为名物词所用定义式释义方式“种差”的选用与配列提供了研究手段。文章对《当代汉语学习词典》定义式释义进行研究,以含材料因子的定义式释义为研究对象,发现在材料因子的表述模式上,《当代汉语学习词典》存在着多样化的特点;在材料因子与其他释义因子组合的配列框架上,《当代汉语学习词典》虽选用多种配列框架,但内部存在着较强的规律性。

来华留学生医学汉语进阶学习与评测设计应用研究

目的探讨医学汉语进阶学习与评测设计在来华医学留学生医学汉语水平考试(Medical Chinese Test,MCT)实践中的应用效果。方法2022年9月—2023年7月,以2018级秋季5~8班130名医学留学生为教学研究对象,通过问卷调查评估留学生医学汉语的学习和测评应采用从低阶中介语至高阶单语的模式,以配合双语学习者的渐进过程。结果该套学习与测评框架让学习者对源语言理解、中介语言解码、目标语言考核评测结果、学习者双语能力与专业知识学习方面均有提升。观察组学生自学能力、学习兴趣、进阶效果满意度分别为84.6%、83.1%、86.2%,观察组对该套医学汉语进阶学习与评测设计框架整体认可度高。结论该医学汉语进阶学习与评测设计框架在医学汉语学习与评测中有很好的教学效果。

《自然语言处理》课程教学模式改革与探索——以西藏大学为例

文章对目前我国高等院校积极开设的《自然语言处理》课程进行了研究分析,结合西藏大学计算机科学与技术专业研究生课程体系结构和自身服务民族地区信息化建设的特点,提出了教学内容、教学方法和考核方式等课程建设方面的新认识和新观点。文章认为《自然语言处理》课程的教学模式改革应当从优化教学内容、创新教学模式、整合教学资源、加强实践能力等方面着手,以培养研究生的理论水平、实践能力和创新思维为目标,推动自然语言处理技术和教育的可持续发展。

The Evaluation of the Seventh Edition of Oxford Advanced Learner's English-Chinese Dictionary

As one of the most popular English learning tools, the 7th edition of Oxford Advanced Learner's English-Chinese Dictionary aims to provide adequate information to satisfy learners' needs. In this article, this latest edition is examined with re spect to two primary aspects: syntactic and semantic information based on Chan, A.C. and Y. Loong's evaluating criteria of learn er's dictionary. The focus falls on grammatical properties of nouns, verbs and adjectives, valency requirement, definitions, syn onyms and antonyms, collocations, etc. Conclusion suggests that the overall standard of this new dictionary is admirably high in terms of applicability and user-friendliness.