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1.
论阻遏产生的条件——兼与Aronoff商榷 总被引：1，自引：0，他引：1
对＂阻遏＂术语进行追根溯源,回顾形态阻遏产生条件的研究,对现有形态阻遏产生条件提出质疑,并进行补充与修正,尝试提出词项之间的阻遏、词项对释义表达的阻遏以及部分阻遏产生的条件,最后指出本研究对词典编纂和二语词汇教学的意义。 相似文献
2.
席丽娜 《中国校外教育(理论)》2014,(5):79-79
词汇阻遏现象,是指一个词项的存在会阻止按照某个能产性规则创造或使用的另一个词项。根据该理论,把初中生在现在分词学习和不规则动词学习过程中产生的词汇阻遏问题纳入语用研究框架,找出了克服初中英语学习过程中词汇阻遏的方法：书读和听读相结合,辅以一定量的写,并要与同伴进行对话,是解决初中生词汇阻遏行之有效的方法。此法把知识层层强化、内化,学生在轻松愉快的氛围中学习了英语,提高了学习兴趣,克服了词汇阻遏。 相似文献
3.
岳鹏 《淮南职业技术学院学报》2013,(1):87-89
重点从三方面进行英汉形态理据词的形态构成对比分析：英汉共有的形态理据词的构成方法对比;英语中特有的形态构成方法、转化法、拼缀法;汉语中特有的形态构成方法、重叠法;通过对比分析得出：英语是综合语,注重表形,其特征是通过运用形态上的变化来表达语法关系,形态理据性较强;汉语是分析语．注重表意,其特征是通过语序及虚词的方式来表达语法关系．文字理据性较强;通过分析英汉形念理据词在形态构成上存在的某些共同属性与差异。引起学习者对英语相关形态理据词的更大的注意,从而加深学习者对目的语的认识、理解及掌握。 相似文献
4.
本文以词的形态理据为理论背景,以英语专业三年级学生为调查对象,采取测试的方法,对被试者词缀知识的运用在单词记忆中所起的作用以及词缀运用能力的具体情况进行了调查研究.结果表明:一是英语学习者运用词缀的能力与他们自身的词汇量之间存在着很强的正相关关系.了解词的形态理据,对单词的记忆有很大的促进作用.二是英语学习者运用后缀的能力明显高于运用前缀的能力. 相似文献
5.
杨丽娜 《山东教育学院学报》2009,24(5):94-96
英语融合词的构词方式使其具有特殊的形态,与融合词形态有关的因素是其他构词法、词义显现方式、融合和修饰等语义。结合融合词形态以及相关的因素,从三个方面探究融合词,有助于提高融合词习得能力。 相似文献
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7.
词汇阻遏现象是指一个词项的存在会阻止按照某个能产性规则创造或使用的另一个词汇的产生和使用.在语言使用过程中存在大量的违背词汇阻遏的现象.本文试将运用语言顺应理论对此作出解释,以期深入人们对这一现象产生机制的理解. 相似文献
8.
《佳木斯教育学院学报》2015,(8)
在日语和英语两种语言中,有许多形容走路形态的词语,由于各自的语言习惯不同以及东西方文化的差异,这两种语言在表达走路这一动作时,不但表达方式有很多种,而且意义有相同也有区别。本文通过列举和分析日语和英语表达走路的形态词语的例句,对日语英语中形容走路形态的词做比较。 相似文献
9.
徐宏亮 《淮南师范学院学报》2012,14(6)
复合法是英语新词的重要构词手段,是现代英语的一大特征.分析2647个带连字符的英语复合词(连合词),揭示它们的构词形态模式及语义特征,并指出连合词的有效使用是较高语言能力的一个重要标志. 相似文献
10.
曹辉 《武汉工程职业技术学院学报》2003,15(3):88-89
词汇量的多少是影响大学生学习英语重要而基本的因素。本文讨论了词的形态理据,词汇分解的储存模式及其对记忆多词素词的重要性，并从词汇心理表征的形成与发展这一角度讨论了匹配机制与词汇记忆的密切关系。 相似文献
11.
This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills
of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures
of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months)
and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed
to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology
contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only.
Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness
of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch. 相似文献
12.
Reading and Writing - The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in... 相似文献
13.
Vassiliki Diamanti Nata Goulandris Morag Stuart Ruth Campbell 《Reading and writing》2014,27(2):337-358
We investigated the spelling of derivational and inflectional suffixes by 10–13-year-old Greek children. Twenty children with dyslexia (DYS), 20 spelling-level-matched (SA) and 20 age-matched (CA) children spelled adjectives, nouns, and verbs in dictated word pairs and sentences. Children spelled nouns and verbs more accurately than adjectives and inflections more accurately than derivational suffixes. DYS children performed worse than CA in all cases and worse than SA in verb inflections, but similar to SA in all the remaining cases, consistent with a delayed rather than deviant performance pattern. Qualitative analysis showed that uncommon vowel graphemes were often replaced by more common patterns. Children with dyslexia may have weaknesses in grasping morphological information and/or in applying this knowledge to spell word suffixes. 相似文献
14.
凌如珊 《湖州师范学院学报》2001,(Z1)
词素是英语中的最小语义单位。词素根据其独立性可分为自由词素和粘附词素。自由词素可充当词根，和词缀结合构成派生词，和其他自由词素结合构成复合词；粘附词素根据其作用可分为粘附词根，派生词缀和屈折词缀。 相似文献
15.
This paper presents a longitudinal study, from kindergarten to secondgrade, which aims to examine the relationship between morphologicalanalysis, phonological analysis and learning to read. Three phonologicalawareness tasks, five derivational and four inflectional subtests wereadministered to fifty children at each of the three levels. Evolution ofperformance was analyzed through the three years. Data showed that withthe exception of two subtests, performance increased from kindergarten tofirst grade and from first grade to second grade, without reaching ceilingperformance in second grade, at least for morphological subtests. Linksbetween morphological and phonological analyses were very strong: inparticular, syllable segmentation was highly correlated with themorphological subtests in kindergarten while phonemic segmentation wascorrelated with morphological subtests in first and second grade. Therewere also strong links between morphological analysis and reading.Regression analyses showed that while phonological awarenessexplained a major part of variance in first grade, both phonologicaland morphological scores explained significant part of variance of bothdecoding and comprehension reading scores in second grade. Thus, thislongitudinal study contributes to the evidence of a link between bothphonological and morphological analysis and learning to read French. 相似文献
16.
This research examined the function within lexical access of the main morphemic units from which most Arabic words are assembled, namely roots and word patterns. The present study focused on the derivation of nouns, in particular, whether the lexical representation of Arabic words reflects their morphological structure and whether recognition of a word involves recognition of its morphological constituents. The morphology of Arabic language constitutes two main systems: inflectional morphology and derivational morphology. Inflectional morphology is used to express grammatical relations and derivational morphology deals with the formation of new words in language; it contains two types of word patterns: verbal and nominal. In this study, it was assumed that roots are lexical entities that can facilitate lexical access to a large cluster of words that derive from them, whereas word patterns are not lexical entities and have no role in access to words assembled by them. The lexical representations of the main morphemic units were examined in four experiments using skilled readers applying masked priming technique tasks: lexical decision and naming. The results indicated that previous exposure to a word sharing the same word pattern had no marked facilitating effect on lexical decision or on naming. The main conclusion of this study on the morphology of Arabic is that roots and word patterns have no essential role in word organisation in the mental lexicon. In addition, words in nominal pattern in derivational morphology are represented in their whole shape in the mental lexicon and each word has an independent representation. 相似文献
17.
陈威 《辽宁师范大学学报(社会科学版)》2001,24(3):90-92
这里从英语、汉语中的形容词的形态构成特征着眼，对这两种语言中的单字形容词，多字形容词，词缀形容词、成语形容词及英语中的复合形容词的形态构成进行了对比。 相似文献
18.
In this study, we compared 41 adults in a basic literacy class with 92 achievement-level-matched children on their use of English print conventions, as inferred by a qualitative analysis of spelling errors. The two groups followed similar patterns in their mastery of basic spelling features, including letter reversals, consonant blends, and short vowels, with the adults showing relatively more advanced skill in using orthographic patterns. However, the adults made a preponderance of misspellings that were rarely made by the children, including omissions, substitutions, and additions of derivational and inflectional morphemes, and neglect of word endings in general. The findings indicate clear morphological difficulties along with more subtle phonological coding deficits. We suggest that low literacy adults would benefit from specific direct instruction in linguistic analysis, with particular attention to the morphological principles underlying inflections and derivations. Such instruction should be based on a careful assessment of reading and spelling knowledge. 相似文献
19.
The present study examined the development of morphological awareness and its contribution to vocabulary and reading comprehension among young Chinese-speaking English language learners (ELLs). We focused on two aspects of morphological awareness: derivational awareness and compound awareness. Participants included 46 kindergarteners (younger cohort) and 34 first graders (older cohort) of Chinese descent in Canada at the beginning of the study. Children were administered a battery of English measures including derivational awareness, compound awareness, phonological awareness, receptive vocabulary, and reading comprehension at two time points spaced 1?year apart. Results demonstrated a steady growth in Chinese-speaking ELL children??s derivational and compound awareness from kindergarten to Grade 2. Importantly, for the first graders, morphological awareness accounted for unique variance in vocabulary concurrently, and unique variance in both vocabulary and reading comprehension a year later. Generally speaking, the variance explained by morphological awareness increased with grade level, and derivational awareness accounted for more variance in vocabulary and reading comprehension than did compound awareness. These results underscore the emerging importance of morphological awareness, especially derivational awareness, in young Chinese-speaking ELL children??s English reading development. 相似文献
20.
Athanassios Protopapas Aikaterini Fakou Styliani Drakopoulou Christos Skaloumbakas Angeliki Mouzaki 《Reading and writing》2013,26(5):615-646
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3–4 and 7, were assessed with a dictated common word list and age-appropriate passages. Spelling errors were classified into broad categories, including phonological (graphophonemic mappings), grammatical (inflectional suffixes), orthographic (word stems), stress assignment (diacritic), and punctuation. Errors were further classified into specific subcategories. Relative proportions for a total of 11,364 errors were derived by calculating the opportunities for each error type. Nondyslexic children of both age groups made primarily grammatical and stress errors, followed by orthographic errors. Phonological and punctuation errors were negligible. Most frequent specific errors were in derivational affixes, stress diacritics, inflectional suffixes, and vowel historical spellings. Older children made fewer errors, especially in inflectional suffixes. Dyslexic children differed from nondyslexic ones in making more errors of the same types, in comparable relative proportions. Spelling profiles of dyslexic children did not differ from those of same-age children with poor reading skills or of younger children matched in reading and phonological awareness. In conclusion, spelling errors of both dyslexic and nondyslexic children indicate persistent difficulty with internalizing regularities of the Greek orthographic lexicon, including derivational, inflectional, and word (stem) families. This difficulty is greater for children with dyslexia. 相似文献