言语词汇的积累在小学第一学段口语表达中的运用

口语表达作为人与人之间沟通的基础交流方法,是人类不可或缺的技能之一,也是小学生在语文学科中最重要的部分。在小学阶段,学生的认知能力和理解能力处于非常不成熟阶段,教师要正确引导学生提高口语表达能力和理解能力等。研究表明,言语词汇的积累对第一学段口语表达有深刻的影响,不仅可以使学生正确认识词汇的含义,而且可以使学生学以致用,从而提高学生的口语表达能力、理解能力等。另外,言语词汇的积累使学生感受语言的魅力,积极主动地学习,从而达到语文学科和素质教育的要求。

言语义刍论

随着语言研究的不断深入,人们对语义的组成、语义的性质等越来越关注,特别是电子计算机在语言领域的广泛应用,人们对计算机处理自然语言(例如机器翻译)的准确性、可读性的要求不断提高,这些都促使语义学研究不断向广度和深度发展。但是,语义是个极为复杂的问题,仅就语义的分类来说,便众说纷纭。有的分得很细,如英国语言学家利奇在他的名著《语义学》中将语义分了七类;有的分得较粗。

“动”“静”结合 “面”“点”俱到——也评葛本仪先生的《现代汉语词汇学》

葛本仪先生的《现代汉语词汇学》是词汇学最有影响力的著作之一。葛先生在完善传统静态词汇研究成果的基础上,充分地关注言语词汇的动态研究,融合其他学科理论成果,力求反映现代汉语词汇的全貌,同时直面传统词汇学中的某些颇具分歧的问题。这种全新研究理念与科学研究方法的结合大大拓宽了词汇学的研究视野。通过整理归纳全书的创新之处,阐明所受之启发,从而综合评述葛本仪先生的《现代汉语词汇学》一书的学术价值。

On Second Language Learners＇ Lexical Competence

The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the discussion, the author finds that second language learners＇ lexical competence includes the following aspects： the ability to recall the words which are similar to the target words in spelling and pronunciation; the ability to recall the synonyms of the target words; the ability to recall the antonyms of the target words; and the ability to recall the related words which come together with the target words in a context. Meanwhile it advances some strategies to develop the corresponding competence.

重视语言经验积累,夯实语言经验基础

《义务教育语文课程标准(2022年)》把“语文经验积累”写入了课标,2022年下半年新学期语文教学就将执行新版课程标准,而落实“语文经验积累”的教学是摆在教师面前的新话题、新要求。夯实语言经验基础:确保识字总量,丰富言语词汇,掌握句子表达在整个语文教学中都起着至关重要的奠基作用。

Implications of language attrition theory to vocabulary teaching strategies

As the reverse of language acquisition, language attrition refers to the loss of language ability resulting from little or no use of certain languages over a period of time. Among the three factors of language, vocabulary tends to be more vulnerable to attrition compared with syntax and phoneme. Therefore, a study based on vocabulary attrition is of greater importance. By reviewing the literatures on language attrition and outlining the influencing factors of language attrition, the paper tends to figure out the corresponding strategies which are effective in college English vocabulary teaching.

Necessity of vocabulary teaching and learning in the depth and some feasible teaching method

Traditionally speaking, when teaching vocabulary in the class, teachers tend to put emphasis on the words＇ basic meaning or their meaning in the text. However, vocabulary development in the depth is not so reinforced, including the introduction of the social and cultural background of the words, use in the context, etc. Therefore, many learners can＇t avoid encountering the difficulty to bridge the gap between vocabulary learning and vocabulary application. This paper, which is based on the theory of language cognition, holds that vocabulary teaching and learning in the depth is of equal importance in language education. What＇s more, some vocabulary teaching method, focused on improving non-English-majored college learners＇ vocabulary, is put forward for reference.

Mgr Gordana Ljubicic on Translation

The job of a translator is not an easy one. Very often, when translating from one language to another, the translator is faced with a lot of difficulties. The difficulties arise from the non-parallel structures of different languages, but there are other reasons, too. Although the translator is, in most cases, familiar with the grammar and syntax of the source-language, the problems arise when it comes to words. New words are produced every day in many different ways. Some of these new coinages acquire the status of the regular words of the English vocabulary, but some disappear with the changing of the situation for which they were invented. Very often, these new words are highly imaginative and clever products, but the problem for the translator is how to translate them. Is it possible to find an equivalent in the Serbian language for every newly invented word？ Is it possible to translate word for word？ And what is the role of a translator in that process？

Overview and Comparison to Words of Antiquity Through Homeric Epics

This study aims to examine the relations between languages of antiquity and some words in Homer＇s epics, Iliad and Odyssey, that are considered the first written texts and important in terms of the richness of Greek vocabulary. Although the words in Homeric epics carry a value for ancient Anatolia, there are no studies in this field in our eotmtry. For this purpose, with the help of words we have, we will focus on： （a） bond of these words with Hittite, partially （b） some archaic qualities for some Latin words, developed later and also continued of some ground and phrases in the everyday life in the same region for centuries on the language of the people depending on the oral transmission. At the end of the study, we will discuss the changes of the words in philological level as well as in terms of the letter, sounds and meaning by used words in Homer＇s epics as will be explained in this study.

In-class language learning strategies used by Thai pre-university students： Factor analysis

The purpose of this study was to explore factors related to strategy use of Thai pre-university students in Thailand. The subjects of the investigation were selected based on convenience and availability. A researcher-generated language learning strategy questionnaire with the Alpha coefficient （α）. 96 were used as the main instrument for the data collection. The questionnaire was designed based on information taken from the students＇ interview. The variables for the present investigation include extra-class support and level of language proficiency. The four extracted factors emerged as a result of varimax rotation conducted on the correlations of 20 in-class language learning strategies, which varied significantly in relation to the two variables. The four factors includes Factor 1 strategies for strategies for the classroom preparation, Factor 2 strategies for learning new vocabulary in the classroom lessons, Factor 3 strategies for solving classroom problems, and Factor 4 strategies for concentrating while studying in class. The result of the varimax rotation shows that all of the four factors were found strongly related to extra-class support and level of language proficiency.

Study on new words and their evolutions

Language change is the manner in which the phonetic, morphological, semantic, syntactic, and other features of a language are modified over time. Vocabulary can change quickly as new words are borrowed from other languages, or as words get combined or shortened. Information and communication technologies （ICT） are one of the major driving forces in the process of globalization. This paper focuses on some lexicon changes over the last two decades. In particular, affixation, compounding, blending, and meaning shift are illustrated in detail.

Incidental L2 Vocabulary Acquisition and Reading:Concerns,Progresses and Future Directions

There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary.This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks,possible explanatory variables mediating incidental vocabulary learning,and tasks targeted at enhancing incidental lexical growth.In line with analyses of findings yielded from an impressive number of illuminating studies conducted,this article calls for a diversification of efforts in relation to multi-word lexical items,multi-modal e-learning technologies,and insights from neuroscience that may warrant more scholarly attention.These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.

Lexical approach to college English teaching

This paper discusses the lexical approach in college English teaching and learning. The lexical approach can help students learn to use English in an idiomatic way rather than in a Chinese way which may cause misunderstanding or confusion of native English speakers. As for the college English Teaching in China, the lexical approach works better than the traditional word-based teaching and learning. It can help students to learn ＂real＂ or ＂authentic＂ English and improve the students＇ ability to use English in all-around way.

An OWL-based WordNet lexical ontology

This paper discribes a data representation for WordNet 2.1 based on Web Ontology Language (OWL). The main components of WordNet database are transformed as classes in OWL, and the relations between synsets or lexcial words are transformed as OWL properties. Our conversion is based on the data file of WordNet instead of the Prolog database. This work can be used to enrich the work in progress of standard conversion of WordNet to the RDF/OWL representation at W3C.

An Investigation of Lexical Causatives from a Cross- linguistic Perspective

This paper will make an investigation on the properties of lexical causatives from the cross-linguistic perspective. Specifically, we shall contrast the lexical causatives in English, Japanese and Chinese. We adopt Pylkk^inen＇s （2008） minimalist model as the framework. According to this model, the similarity of cross-linguistic causatives is attributed to the presence of the functional head vCAUSE. Variations of causatives in different languages can be attributed to two parameters： （i） whether vCAUSE obligatorily requires the presence of an external argument or not; （ii） the complement of vCAUSE is root-selecting, verb-selecting or phase-selecting. Causatives in languages can be ronghly divided into two types, namely the lexical causatives and the productive ones. As far as lexical causatives are concerned, languages can be classified into Voice-bundling vs. Non-Voice-bundling ones according to whether the presence of an external argument （i.e, causer or cause） is obligatorily required in lexical causatives or not. English is Voice-bundling and Japanese is Non-Voice-bundling. Chinese stands as the third type of languages which may be called semi-Voice-bnndling language since lexical unaccusative causatives in Chinese are Non-Voice-bundling while action-result-compounds unaccusatives （resultative unaccusatives） are Voice-bundling. Causative heads of lexical cat, satires in these three languages are all root-selecting.

Research on the Applications of Theory of Lexical Chunks and Cultural Equivalence Theory on Chinese for Foreigners Education

In this paper, we conduct research on the applications of theory of lexical chunks and cultural equivalence theory on Chinese for foreigner education. There are a lot of language chunks in block is different from the special language unit words, phrases, sentences, prefabricated resistance, can be stored as a whole and extract which plays important role in language acquisition. Teaching Chinese as a foreign language, the theory of lexical chunks in such aspects as help memorization and build up your language sense showed a huge advantage. To explore the teaching methods of lexical chunks has important significance to improve the effectiveness of Chinese teaching. Our research proposed the novel paradigm for the education which will be meanin~,ful and helnful.

A Look at Meaning Eliminativism

What is the mental realization of our knowledge of the meaning of words？ Does the lexical side of our semantic competence depend on the fact that we have dedicated representations of the semantic properties of lexemes or does it arise from world knowledge, encyclopedic information, and non-linguistic categorization？ According to meaning eliminativism, lexical concepts have no robust psychological reality and our ability to use the words of a language should not be explained in terms of knowledge of their conventional semantic value, conceived as their array of possible senses. To start, I will briefly explain what meaning eliminativism is and illustrate the key arguments that have been offered in its defense. Then, I will argue that such arguments are not as persuasive as they wish, and I will show that there are convincing theoretical and empirical reasons to maintain that meaning eliminativism is not a plausible claim about the nature of our lexical skills.

Materials Development for Adult Learners in Teaching Vocabulary

Considering the special needs and the learning styles of their learners, foreign language teachers should use the most effective methods or approaches which are appropriate for their teaching strategies. Redundant or a diverse range of teaching techniques are not meant to use in the process of their learners＇ acquiring new vocabulary items; instead, the most effective and to the point teaching techniques in terms of each language skill should be employed. Efficiency of language learners in terms of their command of the vocabulary can be assessed through their understanding any reading or listening context and managing to be productive in speaking or writing procedures in language acquisition process. Phonological, morpho-syntactic, or socio-pragmatic positions of new lexical items as well as the learners＇ learning styles and multiple intelligences should all be taken into consideration by language teachers so that their learners could really reach an efficient level of vocabulary power. This efficiency has been identified as having a language passport in terms of the proficiency level of the learners within the CEFR （Common European Framework of Reference） for Languages by all EU countries in recent years. Foreign language teachers should try very hard to supply their learners with the required qualifications in every language skill so that they can have a linguistic identity both in their own societies and inter-cultural or multi-cultural contexts. Within this framework, foreign language teachers will hopefully make use of any suggested approach presented in this study so as to widen their learners＇ horizons in language acquisition process.

Lexical Bundles and Implicit Lexical Knowledge

In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.

Effects of interlingual strategies on L2 vocabulary teaching

Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.