第一篇：詞匯學(xué)第一章教案（定稿）

Teaching Program for Lexicology Part One Introduction 1.Definition: a branch of linguistics, inquiring into the origins and meanings of words.2.Functions: to investigate and study the morphological structures of English words and word equivalents, their semantics structures, relations, historical development, formation and usages.Part Two Words and vocabulary

1.Definition of word: a minimal free form of a language that has a given sound and meaning and syntactic function.2.Relation between sound and meaning: certain sound will represent certain persons, things, places, properties, processes and activities outside the language system.This symbolic connection is almost always arbitrary, and there is no logic relationship between the sound which stands for a thing or an idea and the actual thing and idea itself.The relationship between them is conventional.3.Relation between sound and form: Naturally the written form should agree with the oral form, that is, the sound should be similar to the form.Reasons for the differences between them:

1)English alphabet was adopted from the Romans, which does not have a separate letter to represent each sound in the language so that some letters must do double duty or work together in combination.2)The pronunciation has changed more rapidly than spelling over the years, and in some cases the two have drawn far apart.3)Some of the differences were created by the early scribes.4)The borrowing, which is an important channel of enriching the English vocabulary.4.Vocabulary: it refers to both the total number of the words in a language, and all the words used in a particular historical period, as well as all the words of a given dialect.The general estimate of the present-day English vocabulary is over one million words.5.Classification of words 1)Basic word stock and non-basic vocabulary;(By use of frequency)a.Characteristics of basic word stock:

① All national character;② Stability;③ Productivity;④ Polysemy;⑤ Collocability.b.Characteristics of non-basic stock:

① Terminology;② Jargon;③ Slang;④ Argot;⑤ Dialectal words;⑥ Archaisms;

⑦ Neologisms.2)Content words and functional words;(By notion)a.Content words: denote clear notions, also called notional words, including nouns, verbs, adjectives, adverbs and numerals.b.Functional words: do not have notions of their own, also called form words, including prepositions, conjunctions, auxiliaries and articles.3)Native words and borrowed words.(By origin)a.Native words: words brought to Britain in the 5th century by the German tribes, the Angles, the Saxons, and the Jutes, also known as Anglo-Saxon words, whose amount is roughly 50,000 to 60,000.Features: ① Neutral in style;② Frequent in use.b.Borrowed words: also known as loan words or borrowings, words taken over from foreign languages, constituting 80% of the modern English vocabulary.Four classes: ① Denizens;② Aliens;③ Translation-loans;④ Semantic-loans.Part Three The development of English vocabulary 1.History of the English vocabulary: 1)Old English(450-1150):

Resources: Latin(Christianity), Scandinavian Features: a vocabulary of about 50,000 to 60,000 words, a highly inflected language.2)Middle English(1150-1500): Resources: French, Dutch Features: retained much fewer inflections 3)Modern English(1500-up to now): Resources: Latin, Greek, other countries Features: word endings were mostly lost with just a few exceptions.English has evolved from a synthetic language to the present analytic language.2.Growth of present-day English vocabulary: Main resources of new words: a.Rapid development of science and technology;b.Social, economic and political changes;c.The influence of other cultures and languages.3.Modes of vocabulary development: 1)Creation: the formation of new words by using the existing materials, namely roots, affixes and other elements.2)Semantic change: an old form which takes on a new meaning to meet the new need.3)Borrowing: French, Latin, Greek and Scandinavian 4)Reviving archaic or obsolete words: 5)Old words falling out of use: Part Four Word formation(I)1.Morphemes: the smallest functioning unit in the composition of words.2.Types of morphemes:

1)Free morphemes: Morphemes which are independent of other morphemes are considered to be free.They have complete meanings in themselves and can be used as free grammatical units in sentences.They are identical with root words.2)Bound morphemes: Morphemes which cannot occur as separate words are bound.Two types: a.Bound root: part of the word that carries the fundamental meaning just

like a free root.b.Affixes: forms that are attached to words or word elements to modify meaning or function.① Inflectional affixes: attached to the end of words to indicate

grammatical relationships.② Derivational affixes: added to other morphemes to create new words，including prefixes and suffixes.3.Root: the basic form of a word which cannot be further analysed without total loss of identity Part Five Word Formation(II)1.Affixation: the formation of words by adding word-forming or derivational affixes to stems, also known as derivation.1)Prefixation: non-class-changing nature, only to change meanings of the stems

a.Negative prefixes: a-, dis-, in-(il-, ir-, im-), non-, un-e.g.amoral(nonmoral), apolitical;disloyal, disobey;injustice, illegal, irresistible, immature;non-smoker, non-classical;unfair, unwilling b.Reversative prefixes: de-, dis-, un-e.g.decentralize, de-compose;disunite, disallow;unhorse, unwrap c.Pejorative prefixes: mal-, mis-, pseudo-e.g.maltreat, malpractice;misconduct, mistrust;pseudo-friend, pseudo-science d.Prefixes of degree or size: aarch-, extra-, hyper-, macro-, micro-, mini-, out-, over-, sub-, super-, sur-, untra-, under e.g.archbishop;extra-strong;hyperactive;macrocosm;microcomputer;mini-election;outlive;overweight;subheading;superfreeze;surtax;ultra-conservative;underdeveloped e.Prefixes of orientation and attitude: anti-, contra-, counter-, pro-e.g.anti-nuclear, anti-government;contraflow;countersign;pro-democracy f.Locative prefixes: extra-, fore-, inter-, intra-, tele-, trans-e.g.extramarital;forehead;inter-city, interpersonal;intra-party;telecommunications;trans-world, transcontinental g.Prefixes of time and order: ex-, fore-, post-, pre-, re-e.g.ex-professor;foretell;post-election;pre-prepared;reconsider h.Number prefixes: bi-, multi-, poly-, semi-, hemi-, tri-, uni-, mono-e.g.bilingual;multi-purpose;polysyllable;semi-naked;hemisphere;tricycle;uniform;monorail i.Miscellaneous prefixes: auto-, neo-, pan-, vice-e.g.autobiography;neo-Nazi;pan-European;vice-president 2)Suffixation: to change the grammatical function of stems, that is, to change the word class a.Noun Suffixes: a)Denominal nouns ? Concrete:-eer,-er,-ess,-ette,-let e.g.profiteer;teenager;hostess;kitchenette;booklet;gangster ? Abstract:-age,-dom,-ery,-ry,-hood,-ing,-ism,-ship e.g.wastage;kingdom;slavery;adulthood;farming;terrorism;friendship b)Deverbal nouns ? Nouns denoting people:-ant,-ee,-ent,-er(-or)e.g.assistant;employee;respondent;writer ? Abstract nouns:-age,-al,-ance,-ation(-ition,-tion,-sion,-ion),-ence,-ing,-ment e.g.carriage;dismissal;attendenc;protection;decision;existence;building;statement

c)De-adjective nouns:-ity,-ness

e.g.popularity;happiness d)Noun and adjective suffixes:-ese,-an,-ist

e.g Chinese;Australian;socialist b.Adjective suffixes:

a)Denominal suffixes:-ed,-ful,-ish,-less,-like,-ly,-y

e.g.wooded;successful;childish;priceless;lady-like;cowardly;smoky

b)Deverbal suffixes:-able,-ible,-ive,-ative,-sive

e.g.washable;permissible;decisive;productive c.Adverb suffixes:-ly,-ward(s),-wise e.g.naturally;homewards;downward;clockwise d.Verb suffixes:-ate,-en,-(i)fy,-ize e.g.originate;darken;beautify;modernize Note:-nik, folknik, peacenik, jazznik 2.Compounding: the formation of new words by joining two or more stems.1)Characteristics: a.Phonetic features: the word stress usually occurs on the first element if there is only one stress, in case of two stresses, the compound has the primary stress on the first element and the second stress on the second.b.Semantic features: every compound should express a single idea just as one word, the meaning of which cannot be easily inferred from the two components of the compounds.c.Grammatical features: a compound tends to play a single grammatical role in a sentence, and show its plural forms by taking inflectional –s at the end.In adjective-noun compounds, the adjective element cannot take inflectional suffixes.2)Formation: a.Noun compounds: ? n.+ n.: moon walk, end product

★ ? n.+ v.: toothache, frostbite

★ ? v.+ n.: crybaby, tell-tale

★ ? a.+ n.: deadline, blueprint

★

? n.+ v-ing.: air-conditioning, brainwashing

★ ? v-ing.+ n.: cleaning lady, wading bird

★ ? n.+ v-er : stockholder, crime reporter

★ ? adv.+ v.: outbreak, downfall

★ ? v.+ adv.: sit-in, have-not

★ ? v-ing + adv.: going-over, carryings-on ? adv.+ v-ing : up-bringing b.Adjective compounds:

? n.+ v-ing : law-abiding, record-breaking

★

? + v-ing : easy-going, high-sound

? n.+ a.: warweary, thread-bare

★ ? + a.: deaf-mute, bitter-sweet ? n.+ v-ed: custom-built, town-bred

★ ? + v-ed : far-reached, hard-won ? num.+ n-ed : ten-storey, four-leg ? num.+ n-ed : one-eyed, two-legged ? adv.+ v-ing : forth-coming, out-going ? v-ed + adv.: worn-out, washed-up b.Verb compounds ? Through conversion: honeymoon, moonlight ? Through backformation: chain-smoker, mass production 3.Conversion: the formation of new words by converting words of one part of speech to another part of speech.1)To noun:

a.Verb to noun:

? State(of mind or sensation): doubt, want, love, hate, smell, taste ? Event or activity: search, laugh, swim, release, attempt ? Result of the action: catch, find, reject, answer, bet ? Doer of the action: help, cheat, coach, scold, flirt ? Tool or instrument to do the action with: cover, wrap, cure, paper ? Place of the action: pass, walk, drive, retreat, turn b.Adjective to noun:

? Words fully converted: a white, a native, finals, a Republican, a drunk, newly-weds ? Words partially converted: the poor, the rich, the wounded, the more affluent, the most corrupt c.Miscellaneous conversion: including nouns converted from conjunctions, modals, finite verbs, prepositions 2)To verb: a.Noun to verb: ? To put in or on N

e.g.to pocket the money;to can the fruit;bottle;shelve ? To give N or to provide with N

e.g.to oil the machine;to give shelter to the refugees;fuel;arm;finance ? To remove N from

e.g.to skin the lamb;to juice the oranges;core;feather ? To do with N

e.g.to pump water;to knife the steak;brake;hammer;shoulder ? To be or act as N

e.g.to nurse the baby;to captain the team;tutor;pilot ? To make or change into N

e.g.to cash the cheque;to orphan the boy;fool;knight;widow ? To send or go by N

e.g.to mail the letter;to bicycle;ship;boat b.Adjective to verb: empty, dirty, warm cool, slow, clear, dry, narrow, free, blind c.Miscellaneous conversion: much, but, off 4.Blending

1)head + tail: automobile + suicide = autocide;motor + hotel = motel;channel + tunnel = chunnel 2)head + head: communications + satellite = comsat;teleprinter + exchange = telex;situation + comedy = sitcom 3)Head + word: medical + care = medicare;Europe + Asia = Eurasia;automobile + camp = autocamp 4)Word + tail: lunar + astronaut = lunarnaut;work + welfare = workfare 5.Clipping

1)Front clipping: earthquake – quake, telephone – phone, telescopefridge 4)Phrase clipping: public house – pub, zoological garden – zoo, popular musicdonation, emoteloafer, sculptburglar, begmerry-making, babysitlazy 8.Words from proper names 1)Names of people: ampere, farad, ohm, volt, watt, diesel, Mackintosh, bloomers, Cherub, Proteus, bobby, quisling, quixotic, sadism, robot, czar 2)Names of places: china, afghan, jersey, champagne, rugby 3)Names of books: utopia, odyssey, Babbit, Pickwick 4)Trade-names: nylon, orlan, Dacron, rayon, Xerox, boycott, cabal Part Six Word Meaning 1.Reference: is the relationship between language and the world.Only when a connection has been establish between the linguistic sign and a referent does the sign become meaningful.The reference of a word to a thing outside the language is arbitrary and conventional.2.Types of meaning:

1)Grammatical meaning and lexical meaning: a.Grammatical meaning: refers to that part of the meaning of the word which indicates grammatical concept or relationships such as part of speech of words, singular and plural meaning of nouns, tense meaning of verbs and their inflectional forms.This meaning becomes important only when it is used in actual context b.Lexical meaning: a)Conceptual meaning: is the meaning given in the dictionary and forms the core of word meaning.b)Associative meaning: is the secondary meaning supplemented to the conceptual meaning, it differs from the conceptual meaning in that it is open-ended and indeterminate.? Connotative meaning: refers to the overtones or associations suggested by the conceptual meaning, traditionally known as connotation.? Stylistic meaning: many words have stylistic features, which make them appropriate from different context.? Affective meaning: indicates the speaker’s attitude toward the person or thing in question.(appreciative and pejorative emotion)? Collocative meaning: consists of the associations a word acquires in its collocation, that is, it is that part of the word meaning suggested by the words before or after the word in discussion.Part Seven Sense Relations 1.Polysemy: is a common feature peculiar to all natural languages, which means a word has two or more sense.Two processes of word sense development are radiation and concatenation.2.Homonymy:

a.Perfect homonyms: b.Homographs: c.Homophones: 3.Synonymy: words different in sound and spelling but most nearly alike or exactly the same in meaning.Types : ① absolute synonyms;② relative synonyms.4.Antonymy: words which are opposite in meaning.Types: ① contradictory terms;② contrary terms;③ relative terms.5.Hyponymy: deals with the relationship of semantic inclusion, that is, the meaning of a more specific word is included in that of another more general word.These specific words are known as hyponyms, the general words are called superordinates.Part Eight Changes in word meaning 1.Extension: also known as generalization, refers to the widening of meaning which some words undergo.e.g.manuscript, fabulous, barn, picture, mill, journal, companion, thing, business, condition, matter, article, sandwich, vandal 2.Narrowing: also called specialization, is a process by which a word of wide meaning acquires a narrower or specialized sense.e.g.deer, corn, garage, liquor, meat, disease, poison, wife, accident, girl 3.Elevation: refers to the process by with words rise from humble beginnings to positions of importance.e.g.nice, angel, marshal, constable, fond, governor, minister, shrewd 4.Degradation: is a process whereby words of good origin fall into ill reputation or non-affective words come to be used in derogatory sense.e.g.wench, villain, silly, lust, paper, dish Subjective and objective meanings: pitiful, hateful, fearful, doubtful, suspicious Part Nine English Idioms 1.Characteristics: ① semantic unity;② structural stability 2.Classification:

a.Nominal idioms: white elephant, flesh and blood, Jack of all trades

b.Adjective idioms: cut and dried, as poor as a church mouse, beyond the pale, up in the air

c.Verbal idioms: make it, follow one’s nose, fall flat, give sb the sack(bag), sing a different tune, chop and change, swim against the stream, come back to earth, make ends meet, keep the pot boiling, let the dog see the rabbit, bite the hand that feeds one

d.Adverbial idioms: tooth and nail, in nothing flat, through thick and thin, in clover

e.Sentence idioms:

e.g.● A bird in the hand is worth two in the bush.● Never do things by halves.● Upon my word!

● Kill the goose that laid the golden egg.本校即將開(kāi)設(shè)英語(yǔ)詞匯學(xué)課程，以上是本人深入學(xué)習(xí)英語(yǔ)詞匯學(xué)及其教學(xué)法后整理的第一章教案，比較系統(tǒng)的展現(xiàn)詞匯學(xué)理論知識(shí)，使學(xué)生了解英語(yǔ)詞匯的歷史演變過(guò)程、現(xiàn)狀及其發(fā)展趨勢(shì)，對(duì)英語(yǔ)詞匯的構(gòu)成、構(gòu)詞法有一個(gè)系統(tǒng)直觀的把握，了解英語(yǔ)詞匯學(xué)習(xí)與使用的規(guī)則和特點(diǎn)，記憶詞匯學(xué)習(xí)的方法和技巧，增進(jìn)詞匯量，進(jìn)而幫助提高學(xué)習(xí)者運(yùn)用英語(yǔ)的能力。90后有著不同于70后或80后獨(dú)特的性格特征, 他們的學(xué)習(xí)態(tài)度在外語(yǔ)學(xué)習(xí)中起著重要的作用，開(kāi)課之前我院將以調(diào)查問(wèn)卷形式了解專(zhuān)業(yè)學(xué)生對(duì)英語(yǔ)詞匯學(xué)學(xué)習(xí)的態(tài)度及需求,就所發(fā)現(xiàn)的問(wèn)題提出教學(xué)建議。課程設(shè)計(jì)將充分考慮教材問(wèn)題、教學(xué)法問(wèn)題、教學(xué)工具問(wèn)題、作業(yè)問(wèn)題、評(píng)價(jià)問(wèn)題、自主學(xué)習(xí)工具問(wèn)題等等。教學(xué)內(nèi)容以學(xué)習(xí)任務(wù)的方式呈現(xiàn)，通過(guò)引導(dǎo)式的學(xué)習(xí)活動(dòng)，培養(yǎng)學(xué)生自主探索和建構(gòu)知識(shí)的能力。

第二篇：詞匯學(xué)心得體會(huì)

詞匯學(xué)感想

轉(zhuǎn)眼間，詞匯學(xué)這門(mén)課程，我已學(xué)了一學(xué)期。回想剛開(kāi)學(xué)時(shí)，對(duì)這門(mén)課充滿了抱怨與懷疑。“不就是單詞么，有必要開(kāi)設(shè)一門(mén)課程嗎，我從小學(xué)就開(kāi)始背單詞，難道還不會(huì)嗎？還有什么好學(xué)的”我相信很多人開(kāi)始都抱有這樣的想法。但上了兩節(jié)課之后，我才發(fā)現(xiàn)里面別有洞天。首先是老師很幽默，知識(shí)淵博，各種搞笑的段子，會(huì)讓你不知不覺(jué)愛(ài)上這么課。老師經(jīng)常會(huì)用些重慶方言把單詞諧音，這樣便于記憶，雖然老師經(jīng)常說(shuō)些我們聽(tīng)不懂的東西，但毫無(wú)疑問(wèn)，你會(huì)發(fā)現(xiàn)，原來(lái)英語(yǔ)可以這樣學(xué)。

從這門(mén)課中，我學(xué)習(xí)到，一個(gè)很簡(jiǎn)單的單詞，經(jīng)過(guò)派生，復(fù)合，轉(zhuǎn)化，可以演變成成千上萬(wàn)的單詞，多么富有魔力的事情。同時(shí)也讓我看到，自己要學(xué)的還很多，要走的路還很長(zhǎng)。就拿最近學(xué)的單詞的縮略來(lái)說(shuō)，以往在平時(shí)生活中，其實(shí)是經(jīng)常看到譬如

VIP.OPEC 這樣的縮寫(xiě)單詞，只是我從來(lái)不會(huì)想他具體有哪些單詞組成，為什么要這樣寫(xiě)。而這么課卻教我以后在生活中留心觀察。又比如 ：Like 這個(gè)單詞，放在以前，他就是一個(gè)動(dòng)詞呀，還有什么疑問(wèn)，現(xiàn)在我才知道，他還可以做名詞，形容詞等我想，我最大的收獲，不是新認(rèn)識(shí)了多少個(gè)單詞，新知道了多少個(gè)詞性，最重要的是，我學(xué)會(huì)了把一個(gè)很小很簡(jiǎn)單的東西深入思考，留心生活，你會(huì)發(fā)現(xiàn)，英語(yǔ)早已充次于我們的生活當(dāng)中，把他作為你的生命組成部分，而不僅僅是專(zhuān)業(yè)。

第三篇：詞匯學(xué)學(xué)習(xí)心得

現(xiàn)代漢語(yǔ)詞匯學(xué)學(xué)習(xí)心得

本篇文章分為二個(gè)部分，第一部分主要來(lái)談?wù)剬W(xué)習(xí)現(xiàn)代漢語(yǔ)詞匯學(xué)課程的感想和收獲，第二部分闡述我在學(xué)習(xí)了這門(mén)課程后對(duì)于如何進(jìn)行對(duì)外漢語(yǔ)詞匯教學(xué)的一些思考。

一．學(xué)習(xí)現(xiàn)代漢語(yǔ)詞匯學(xué)課程的感想和收獲

對(duì)于現(xiàn)代漢語(yǔ)詞匯我們不是第一次接觸了，早在大一的現(xiàn)代漢語(yǔ)課上就已經(jīng)有所涉及。但那都是很籠統(tǒng)的講到，并沒(méi)有做具體的分析研究,到了大三下學(xué)期才單獨(dú)開(kāi)設(shè)了現(xiàn)代漢語(yǔ)詞匯學(xué)這門(mén)課程。在上這門(mén)課程前，就聽(tīng)學(xué)姐學(xué)長(zhǎng)講過(guò)詞匯學(xué)很難，在學(xué)了這門(mén)課之后深有體會(huì)。記得在一開(kāi)始的練習(xí)中就碰到了困難，如分析哪些是詞自己就有點(diǎn)糊涂了，原因是自己還沒(méi)有弄清楚詞的具體該概念，即確定詞的的一般方法，尤其是在擴(kuò)展法上會(huì)出現(xiàn)問(wèn)題。但后來(lái)經(jīng)過(guò)討論，老師講解，自己終于有所領(lǐng)悟。雖然在學(xué)習(xí)的當(dāng)中會(huì)碰到很多難題，但通過(guò)一學(xué)期的學(xué)習(xí)，自己也有很多收獲。

首先來(lái)談?wù)劷滩模覀冊(cè)~匯學(xué)選符準(zhǔn)青的《現(xiàn)代漢語(yǔ)詞匯》增訂本就是一本很好的教材。它的編訂很合理，內(nèi)容很詳細(xì)，每章后都附有練習(xí)，有助于我們鞏固我們所學(xué)的知識(shí)。除了解決詞匯學(xué)中的一般問(wèn)題，另外還提出了很多疑難問(wèn)題讓我們注意，這是其他教材很難做到的。例如第一章節(jié)疑難問(wèn)題就提出具有爭(zhēng)議的問(wèn)題，如何確定述補(bǔ)結(jié)構(gòu)（吃飽 打倒）等是不是詞的問(wèn)題，這些疑難問(wèn)題對(duì)于我們真正把握詞的概念，拓展我們的思維有很大幫助。

其次，我也非常慶幸遇到一位優(yōu)秀的老師來(lái)教授我們這么課程。老師 有著扎實(shí)的專(zhuān)業(yè)基礎(chǔ)知識(shí)和豐富的對(duì)外漢語(yǔ)教學(xué)經(jīng)驗(yàn)，所以知道怎樣使我們很好的接受那些詞匯學(xué)知識(shí)，更重要的是我們能夠?qū)W(xué)到的知識(shí)理論應(yīng)用于實(shí)際。在學(xué)習(xí)的過(guò)程，老師并沒(méi)有像填鴨子似地把知識(shí)拋給我們，而是時(shí)不時(shí)的給我們提一個(gè)問(wèn)題，讓我們?nèi)ニ伎迹m然最后我們的答案并不盡人意，但至少給了我們一個(gè)鍛煉思考能力及分析問(wèn)題的機(jī)會(huì)。在學(xué)習(xí)過(guò)程中老師一直強(qiáng)調(diào)我們不要讀死書(shū)，要學(xué)會(huì)思考，這本書(shū)固然有它的優(yōu)點(diǎn)，也存在一定的缺點(diǎn)，我們要取其精華，剔其糟粕。例如在學(xué)習(xí)第七章詞匯劃分問(wèn)題上，老師就告訴我們書(shū)上的詞匯劃分不科學(xué)，對(duì)于基本詞匯和一般詞匯的定義模糊，但在基本詞匯的特點(diǎn)上有可取之處，基本詞匯具有普遍性，穩(wěn)固性和構(gòu)成新詞的基礎(chǔ)，這一點(diǎn)很可取。

再者，學(xué)習(xí)這門(mén)課程后我認(rèn)識(shí)到詞匯學(xué)的重要性，詞匯學(xué)最為一門(mén)單獨(dú)的專(zhuān)業(yè)課程開(kāi)設(shè)是很有必要的。現(xiàn)代漢語(yǔ)詞匯是不斷豐富發(fā)展變化著的。社會(huì)生活的發(fā)展，包括新事物的出現(xiàn)，舊事物消滅，階級(jí)斗爭(zhēng)的發(fā)展；人的思想意識(shí)的發(fā)展；語(yǔ)言內(nèi)部各個(gè)因素的相互作用等等。現(xiàn)代漢語(yǔ)詞匯是歷代積累傳承下來(lái)的大量詞語(yǔ)和和不斷產(chǎn)生的大量詞語(yǔ)組合起來(lái)的整體。學(xué)習(xí)現(xiàn)代漢語(yǔ)詞匯有著十分重要的意義，它讓我們意識(shí)到詞匯的重要性，提高我們的表達(dá)能力、語(yǔ)言能力，而且有助于語(yǔ)文教學(xué)，詞匯教學(xué)在語(yǔ)文教學(xué)中占有重要位置。要引導(dǎo)學(xué)習(xí)者掌握豐富的詞語(yǔ)，正確理解詞語(yǔ)的意義，正確運(yùn)用詞語(yǔ)，就要利用現(xiàn)代漢語(yǔ)詞匯學(xué)所學(xué)的各種知識(shí)。因此，一定要通過(guò)自身的努力學(xué)好掌握好這門(mén)學(xué)問(wèn)。

最后，通過(guò)這門(mén)課程的學(xué)習(xí)，我對(duì)怎樣才能學(xué)好現(xiàn)代漢語(yǔ)詞匯學(xué)有了一些體會(huì)。雖然這門(mén)課程即將結(jié)束，但學(xué)問(wèn)是無(wú)窮無(wú)盡的，這門(mén)課程只是為我們打開(kāi)了學(xué)習(xí)詞匯學(xué)的一個(gè)窗口，在平時(shí)我們還應(yīng)當(dāng)堅(jiān)持課后自主學(xué)習(xí)，因此掌握一些學(xué)習(xí)詞匯學(xué)的方法尤為重要。第一，我們要重視古漢語(yǔ)知識(shí)，將現(xiàn)代漢語(yǔ)詞匯學(xué)習(xí)和古漢學(xué)習(xí)結(jié)合起來(lái)，不能將現(xiàn)代漢語(yǔ)詞匯學(xué)習(xí)和古漢語(yǔ)知識(shí)割裂開(kāi)來(lái)。例如同義詞的學(xué)習(xí)，我們知道本義.詞源義對(duì)同義詞辨析有很大幫助。例如房和屋是典型的同義詞，可它們與同一語(yǔ)素構(gòu)成的復(fù)合詞“同房”和“同屋”卻表示不同的意思，“屋頂花園”的“屋”也不宜用房來(lái)替換。房與屋這類(lèi)特點(diǎn)的搭配關(guān)系是不是有其意義差異決定的？若是，它們的意義差別在哪里。屋的本義是屋的頂部覆蓋，引申指房舍，還引申出覆蓋，車(chē)蓋，帽子頂部高起的部分等義位。而房本指正室兩旁主要用于睡覺(jué)的房屋，其詞源義為兩旁。由于表房屋義的屋和房各有來(lái)源，因此在構(gòu)詞造句上表現(xiàn)出不同的傾向。具體而言，涉及房頂時(shí)多用屋，如屋頂花園，屋檐；與住宿睡覺(jué)有關(guān)的多用房，如同房指在同一間房間住宿或夫妻生活，而同室者，室友多稱(chēng)同屋。另外與住宿睡覺(jué)無(wú)關(guān)的書(shū)房，灶房可以成為書(shū)屋，灶屋，而與住宿睡覺(jué)有關(guān)的臥房，客房中的房卻不能用屋來(lái)代替。在這個(gè)例子中，我們?nèi)绻麑?duì)本義，詞源義茫然不知，就可能捕捉不到它們?cè)诓煌~各自的語(yǔ)義特征，從而把它們解釋為某些固定搭配說(shuō)的約定俗稱(chēng)。在詞義辨析中，有時(shí)僅僅從語(yǔ)意輕重，詞義范圍大小，感情色彩上是無(wú)法察覺(jué)的，而要從本義，詞源義考釋著手。

因此，現(xiàn)代漢語(yǔ)詞匯學(xué)習(xí)是離不開(kāi)古漢語(yǔ)知識(shí)的，在平時(shí)我們也要不段充實(shí)豐富我們古漢語(yǔ)知識(shí)，為學(xué)習(xí)現(xiàn)代漢語(yǔ)詞匯打下基礎(chǔ)。

第二，學(xué)習(xí)理論知識(shí)是為了實(shí)踐的需要，我們不僅要學(xué)習(xí)現(xiàn)代漢語(yǔ)詞匯學(xué)知識(shí)，還要用合理的方式去運(yùn)用所學(xué)知識(shí)。在現(xiàn)代社會(huì)我們天天都需要交流，當(dāng)我們每天說(shuō)著一大堆的時(shí)候就應(yīng)該反過(guò)來(lái)想想這個(gè)詞我為什么就要這么用，他為什么會(huì)這么用，怎樣說(shuō)話更符合語(yǔ)境，寫(xiě)作時(shí)遣詞如何更雅，達(dá)，信，顯得更有文采。例如在現(xiàn)實(shí)生活中，問(wèn)年齡是很有講究的，問(wèn)七八十的老人我們可以用高壽，貴庚，問(wèn)年輕女孩用芳齡等等，如果我們不懂這些知識(shí)，就可能會(huì)顯得不禮貌，甚至鬧笑話。因此我們要學(xué)以致用，這樣不僅能夠幫助鞏固我們所學(xué)的知識(shí)，還能夠提高我們的文化修養(yǎng)，更利于人際交往。二．關(guān)于對(duì)外漢語(yǔ)詞匯教學(xué)的一些思考

學(xué)習(xí)語(yǔ)言，詞匯是基礎(chǔ)，它應(yīng)當(dāng)貫穿學(xué)習(xí)的始終。漢語(yǔ)的詞匯體現(xiàn)了語(yǔ)音的結(jié)構(gòu)和變化，組成語(yǔ)句又體現(xiàn)了種種語(yǔ)法關(guān)系，學(xué)習(xí)詞匯也連帶學(xué)了語(yǔ)音和語(yǔ)法。匯教學(xué)是對(duì)外漢語(yǔ)教學(xué)的重要環(huán)節(jié)，一個(gè)留學(xué)生的漢語(yǔ)的水平，在很大程度上取決于他掌握詞匯量的多少，詞匯掌握量的多少還對(duì)留學(xué)生的漢語(yǔ)表達(dá)是否合適、得體有很大的影響。因此，對(duì)外漢語(yǔ)教學(xué)工作者必須運(yùn)用各種方法讓留學(xué)生比較容易地掌握、理解漢語(yǔ)中的詞匯，從而更好地習(xí)得漢語(yǔ)，順暢地用漢語(yǔ)進(jìn)行交流。

在學(xué)習(xí)了現(xiàn)代漢語(yǔ)詞匯學(xué)這門(mén)課程后，對(duì)漢語(yǔ)詞匯有了更深刻的認(rèn)識(shí)，我對(duì)如何從事對(duì)外漢語(yǔ)詞匯教學(xué)有了幾點(diǎn)感想，如下： 1.現(xiàn)代漢語(yǔ)詞匯的語(yǔ)音聯(lián)想教學(xué)。

現(xiàn)代漢語(yǔ)同音詞有一定的數(shù)量，文字改革出版社編《漢語(yǔ)拼音詞匯》（增訂稿，1963）收詞五萬(wàn)九千一百多個(gè)，其中同音詞五千五百多個(gè)，占9.5%, 如以至、以致；啟示、啟事 ；繪畫(huà)、會(huì)話；嬌氣、驕氣等。在對(duì)外漢語(yǔ)的教學(xué)過(guò)程中, 教師要善于利用同音詞的語(yǔ)音聯(lián)想, 將涉及到的同音詞列舉出來(lái), 由此及彼, 不斷強(qiáng)化, 可以增強(qiáng)學(xué)生對(duì)同音詞的記憶能力和辨別能力, 使學(xué)生相互聯(lián)想。這樣既加強(qiáng)了不同詞匯的音、義分辨力, 又鞏固了所學(xué)的單詞, 由讀音聯(lián)想到詞形、詞義, 收到事半功倍的效果。長(zhǎng)此以往, 教師可以培養(yǎng)學(xué)生對(duì)漢語(yǔ)中存在一定數(shù)量的同音詞的辨析和掌 握，養(yǎng)成隨遇隨學(xué)的學(xué)習(xí)習(xí)慣。

2.漢語(yǔ)詞匯的語(yǔ)義聯(lián)想教學(xué)

在漢語(yǔ)教學(xué)過(guò)程中, 教師不能把某個(gè)詞當(dāng)作獨(dú)立的單位進(jìn)行教學(xué), 而要適當(dāng)利用詞匯的本質(zhì)特征, 聯(lián)系這個(gè)詞在漢語(yǔ)詞匯體系中所處的位置, 進(jìn)行聯(lián)想教學(xué)。教師在對(duì)學(xué)生進(jìn)行詞匯語(yǔ)義教學(xué)時(shí), 可以利用聯(lián)想法按照語(yǔ)義的特性進(jìn)行教學(xué)。如教到“美麗”時(shí), 可讓學(xué)生說(shuō)出和“美麗”這個(gè)詞義相近或相同的詞, 幫助學(xué)生擴(kuò)大詞匯量, 并加強(qiáng)學(xué)生對(duì)詞匯間的微妙詞義差別的理解, 起到辨析詞義的作用。

3.漢語(yǔ)詞匯的用法聯(lián)想教學(xué)

根據(jù)漢語(yǔ)詞匯不同的語(yǔ)法功能, 將其劃分為不同的詞類(lèi), 不同的詞類(lèi)具有不同的用法。在對(duì)外漢語(yǔ)教學(xué)過(guò)程中, 教師在遇到一些常用動(dòng)詞、名詞、形容詞時(shí),都應(yīng)適當(dāng)介紹其搭配用法, 在學(xué)詞的同時(shí), 介紹該詞的語(yǔ)法使用規(guī)則, 不僅使學(xué)生理解詞的詞義, 也可幫學(xué)生加深理解詞的使用方法。如名詞前的修飾語(yǔ)一般用“的”, 動(dòng)詞前的修飾語(yǔ)一般用“地”, 動(dòng)詞后、補(bǔ)語(yǔ)前一般用“得”。又如,“得”作為動(dòng)詞使用時(shí), 可以和“高分”、“第一名”、“病”等結(jié)合使用。

總結(jié)：從這個(gè)學(xué)期的詞匯學(xué)課程中，我收獲了很多，老師的豐富閱歷也讓我們了解了很多關(guān)于詞匯學(xué)的知識(shí)，我也會(huì)將所學(xué)的詞匯學(xué)知識(shí)更好地運(yùn)用到將來(lái)的對(duì)外漢語(yǔ)詞匯教學(xué)中。如果有機(jī)會(huì)的話，我想我會(huì)更加深入的去研究詞匯學(xué)這門(mén)學(xué)科。

第四篇：詞匯學(xué)

The first documented appearance of the word “nerd” is as the name of a creature inbook(1950), in which the narrator Gerald McGrew claims that he would collect “a Nerkle, a Nerd, and atoo” for his imaginary zoo.(The nerd itself is a small humanoid creature looking comically angry, like a thin, cross Chester A.Arthur)Themeaning of the term dates back to 1951, whenmagazine reported on its popular use as a synonym for “" or ”“ in ,.The third appearance of nerd in print is back in the United States in 1970 in Current Slang :”nurd, someone with objectionable habits or traits...An uninteresting person, a “dud”.By the early 1960s, usage of the term had spread throughout the United States, and even as far as Scotland.At some point, the word took on connotations of bookishness and social ineptitude。-------美國(guó)傳統(tǒng)詞典

Now:1.a person who is boring , stupid and not fashionable.2.A person who is very interested in computers.但是，隨著互聯(lián)網(wǎng)革命，比爾.蓋茨等計(jì)算機(jī)精英在社會(huì)上取得的成就，使nerd 的輕蔑色彩越來(lái)越少。隨著計(jì)算機(jī)的普及，被形容為Nerd 越來(lái)越讓人感到高興。

Retard

Formal:to make the development or progress of sth slower

Offensive Slang: used as a disparaging term for a mentally retarded person.A person considered to be foolish or socially inept.The word “retard” began to be used to describe the “mentally challenged” in the late 19th century to replace words like “idiot”, “imbecile” and “moron” all of which had started being used as insults and had originally been used as medical labels for different low IQ ranges.Considering that “retard” was invented for the purpose of not being offensive and all it meant(before being used as a euphemism)is “to slow or impede” suggesting the individual is just “slow” how is it considered offensive now? Also, does the history of the word mean that people who claim it is offensive(and that people who use it are being ignorant)are actually the ones who are ignorant as they are clearly ignorant of the word's history(or they would not consider it offensive?)

第五篇：詞匯學(xué)知識(shí)點(diǎn)總結(jié)

詞匯學(xué)期末復(fù)習(xí)

1.In brief, a word may be defined as a fundamental unit of speech and minimum free form;with a unity of sound and meaning(both lexical and grammatical meaning), capable of performing a given syntactic function.2.The morpheme(詞素)is the smallest meaningful linguistic unit of language, not divisible or analyzable into smaller forms.Example: One morpheme: nation Two morphemes: nation-al Three morphemes: nation-al-ize Four morphemes: de-nation-al-ize 3.An allomorph(詞素變體)is any of the variant forms of a morpheme as conditioned by position or adjoining sounds.For example: go: went, gone-ion/-tion/-sion/-ation are the positional variants of the same suffix.4.Inflectional affixes(曲折詞綴)

Affixes attached to the end of words to indicate grammatical relationships are inflectional, thus known as inflectional morphemes.For example: cats, walked, walking, John’s book? 5.Derivational affixes(派生詞綴)

Affixes added to other morphemes to create new words.They can be further divided into prefixes and suffixes.For example: re＋write, mini＋car, work＋er 6.Connotative meaning(內(nèi)涵意義)

In contrast to denotative meaning, connotative meaning refers to the overtones or associations which a word suggests or implies.Mother(a female parent)is often associated with ‘love’, ‘care’, ‘tenderness’, ‘forgiving’, etc.Home(a dwelling place)may suggest ‘family, warmth, safety, love, convenience’, etc 7.Stylistic meaning(文體意義)

Words may have stylistic features, which make them appropriate for different contexts.Examples: male parent, father, daddy ；

residence, home, pad 8.Affective meaning(情感意義)

Affective meaning indicates the speaker’s attitude towards the person or thing in question.Words that have emotive values may fall into two categories:

Appreciative or commendatory(褒義): words of positive overtones used to show appreciation or approval.eg: love, cherish, prize, admire, worship, charm.Pejorative or derogatory(貶義): words of negative connotations imply disapproval, contempt or criticism.eg : hate, vicious.9.Collocative meaning(搭配意義)

Collocative meaning consists of the associations a word acquires in its collocation.In other words, it is that part of the word meaning suggested by the words before or after the word in discussion.eg:pretty: girl, woman, flower, etc.handsome: boy, man, car, etc.10.a)Radiation輻射型：

It is the semantic process in which the primary meaning stands at the centre and the secondary meaning radiates out of it.Though all the secondary meanings are independent of one another, they can all be traced back to the primary meaning.face

head

11.b)Concatenation 連鎖型:

It is the semantic process in which the meaning of a word moves gradually away from its primary meaning in succession so that the present meaning seems to have no connection to the primary meaning.E.g.candidate：

1)white-roped 2)office seeker in white gowns 3)a person who seeks an office 4)a person proposed for a place, award, etc.12.Linguistic context can be subdivided into lexical context and grammatical context.a)lexical context: refers to the lexemes that co-occur with the word in question.The meaning of the word is often affected and defined by the neighbouring lexemes.E.g“paper” : a term paper，today’s paper ；“do ” : do one’s teeth: brush，do fish: cook.13.b)grammatical context: In some cases, the meanings of a polysemant may be influenced by the structure in which it occurs.E.g.“become”

become + adj./n., means‘begin to be’

become + pron./n., means ‘suit, befit’

become + of, means ‘happen to, often in a bad way’ 1.Causes of changes in word meaning 1)historical cause :It often happens that though a word retain its original form, its meaning has changed because the object it denotes has changed, this is the historical cause of semantic change.eg.pencil(from Latin word meaning)—a little tail or a fine brush, like our Chinese pen

when it was made of wood and graphite石墨，it was still called a “pencil”

2)Social cause : Change in word meaning results from a constant verbal traffic between common words and various technical words.eg.hot and cold have changed their meaning in the field of politics, as in “cold war”,” hot war” and “hot line”

3)Foreign influences : The influence of foreign words is a particularly important cause.eg.stool: any kind of seat for one person including a king’s seat

The French word chair was adopted to denote a more comfortable piece of furniture.4)Linguistic cause

Towards ellipsis 省略

a general---a general officer;uniform—uniform dress

Towards analogy 類(lèi)推

Energetic(精力旺盛)—formerly meant “to operate, effect” as in “the most energetic chemicals”, now energetic means “of , having or showing energy, vigorous, forceful” as if it had been derived from energy 5)Psychological cause 1）Euphemism（委婉詞）：

It refers that the word changed after people use mild, agreeable language when speaking of an unpleasant or embarrassing fact and of taboo subjects as sex and the excretive processes of the body such as death can be used as '' go west''.2）Grandiloquence（夸張）：

It refers to the use of long, important-sounding words for effect.The desire to upgrade or raise the social status of a position, occupation, or institution by changing its common name to one felt to confer greater dignity or importance is another psychological factor in the change of word meaning.In a sense, it is a form of euphemism.e.g.''hair stylist'' was upgraded as ''hairologist'' for barbers.3）Cynicism（挖苦語(yǔ)）：

It refers that the desire to sneer(冷笑)and to be sarcastic(諷刺)cause the semantic change.e.g.sanctimonious(假裝神圣)means ''devoted, holy or scared'' and now means ''pretending to be very holy or pious''.2.The difference between suffixation and conversion The difference between suffixation and conversion is whether the addition of an affix is needed.Suffixation is the formation of new words by adding suffixes to stems , and mainly change the word class.They may also add attached meaning to the stem.eg: hard harden,attract attractive.Conversion is a word-formation whereby a word of a certain word-class is shifted into a word of another without the addition of an affix.It is also called zero derivation(零位派生).eg:Verb-noun conversion : a three-year wait.It is a good buy.3.The fundamental features / the character of the basic word stock基本詞匯

All national character 全民性:The basic word stock denote the most common things and phenomena of the world around us , which are indispensable to all the people who speak the language.eg: rain, head,brother.Stability穩(wěn)定性: They are likely to remain relatively unchanged.Productivity 能產(chǎn)性:They are mostly root words, means they can form new words with other roots and affixes.eg.postman, chairman, workman.Polysemy : They often possess more than one meaning.Collocability 搭配性: many of them have many set expressions, proverbial sayings and so on.eg,heart: a heart of gold, learn by heart.4..The characteristics /features of compounds 1)Phonological features e.g.Compound

Free phrase

a ’fat cat

a fat ’cat

’greenhouse

green ’house

a ’dark horse

a dark ’horse

2)Semantic features : ‘one-wordness’: every compound should express a single idea just as one word;the elements are inseparable and the change of the element would result in the loss of the original identity.3)Grammatical features :Tend to fill a single grammatical slot in a sentence.e.g.He bad-mouthed me.In adjective-plus-noun compounds, the adjective element cannot take inflectional suffixes.e.g.hot line, red tape 5.homonymy