1、毕业论文开题报告英语英语一词多义的语义关系及词汇记忆方法研究一、选题的背景、意义（所选课题的历史背景、国内外研究现状和发展趋势）1历史背景英语作为世界上使用最广的语言，如其他语言一样，一直不停地变化发展着。英语中的词的定义语言学家对词下的定义说法不一，措辞不同，但涉及的基本内容不外乎音和义的问题。林林总总概括起来说，词是语音、意义和语法特点三者统一的整体。一个词刚出现的时候只是用作一定的食物、现象、性质或者行为的名称因而基本只有一个意思，在接下来的语言发展中慢慢的就获得了新的意义，这样便形成了一词多义（POLYSEMY）。自千余年前成型至今，英语已然发生了天翻地覆的变化。词由原来的单义变化到后
2、来的多义中间究竟经历了一个怎样的过程如何利用一词多义的内在规律对词汇进行认知和记忆这两个问题是本文所讨论的重点。2国内外研究状况早在1921年，布雷尔（MBREA1）SCIENCEDESSIGNIFICATIONS一书出版标志着语义学的创立他提出一词多义是由语言经济原则造成的。语义学上对单词进行诸多归类并且建立模型。原型范畴理论孕育而生。原型范畴理论PROTOTYPETHEORY简称为原型理论或类典型理论，是认知语言学提出的重要观点，其哲学根源为1953年WITTGENSTEIN提出的“家族相似性”FAMILYRESEMBLANCE理论。后经LABOV的家用器皿语言范畴化的研究、KEMPTON
3、的瓷器范畴化研究、BBERLIN8LPKAY及ROSCH对于颜色范畴化的研究而逐步建立起来。该理论认为一个范畴由一些极其类似的成员构成原型是同一个概念范畴中能反映本范畴特征最好、最典型的成员，而其他成员具有不同程度的典型性；隶属于同一范畴的各成员之间并不存在共同特征，而是具有互相重叠的属性组合，即所有成员享有部分共同属性，形成家族相似性；范畴的边界是模糊的，范畴内的成员地位不相等。1995年LYONS在LINGUISTICSEMANTICSANINTRODUCTION中指出，几乎可以肯定现在没有，以往也从未曾有过任何一种自然语言，只存在一词一义。1997年，CUYCKENS和ZAWADA提出单
4、独一个词的词形变化也表示了其语法意义。现在也有不少的人对一词多义的演变的原因进行研究。1988年SCHMITT认为即便是高级学习者,也很少知道一个多义词的所有意义,因为对多义词意义的掌握是一个缓慢、不平衡的过程。1997年LAUFFER在词汇猜测的研究中发现,和其它词相比,多义词在词的理解方面引起的错误最多,同时他还发现,学习者在阅读中碰到多义词,虽然他所熟悉的某种意思在上下文中讲不通,学习者仍不放弃这个意思,即坚持提取错误的信息。给学习和记忆词汇带来些许不便。2000年NATION提出多义词认知过程的有效策略是用一个能贯穿于所有意义的词义来定义目标词,这样可以减少所需认知的词汇量,因为任何一
5、次目标词的出现都是该词的复现。3发展趋势目前我国的一词多义研究主要侧重于对国外研究成果理论的介绍和评介,没有形成自己独立系统的、有影响的理论,但有一些研究者已开始着手建立自己的理论。根据现在一词多义研究和其记忆法的现状，我们可以推测对一词多义演变的过程的发展趋势为要继续对一词多义的研究，理清其理论定位，使一词多义的研究向具体化整体化其发展，进一步由宏观趋势向微观趋势发展，同时还要向理论的应用研究发展，如外语教学，翻译，文体领域等等。从一词多义学术研究的历史开始着手，举例说明其应用。从认知语义学的角度去更加深刻的认识一词多义的演变及形成。从而从语义学的角度去挖掘此与此之间微妙而丰富的联系，利用这
6、些联系而形成记忆方法的体系，使学英语人士能从该套学习法中得到帮助。二、相关研究的最新成果及动态陆国强（1999）在其编写的教材现代英语词汇学当中简单介绍了由单词词义变化方式而形成的记忆方法。该书比较略略的介绍了一词多义之间的语义关系，并且给学生指出了相应的学习指导，对接下来的研究非常有帮助。王学文（2006，2），在其论文中探讨了英语中一词多义现象的形成主要有四个原因；使用范围的转移、专业词和普通词之间的相互转化、语言使用过程中的省略和从认知的角度看一词多义；语境对于消除多义词使用过程中产生的歧义起关键性的作用。该论文指出了一词多义语义之间的一些关系，但仍需找到更多的例子去阐述着四个原因。在这
7、些演变的过程当中需要再对这些一词多义词进行研究，并且摸索出如何运用这些形成一词多义的原因记住这些词汇。李丹云（2008，10）在其论文中通过时索氏符号理论的进一步阐释，对多史化的历时探索以及对多艾化的认知解析，认为一词多义与索氏符号理论并不矛盾，多义词的词彤与其任一词义之间的关系是任意的，理据性只存在于多义词的词义与词义之间。该论文是讲述一词多义的语义关系的理论，相对比较深奥，但是整理出来用一些图表示出来还是比较容易令人理解的。邓克凤（2008，11）在其论文中一词多义是语言中的一种普遍现象，指一个词语有多种不同却有相互联系的意义。多义词的各个义项是从典型意义通过辐射和连锁的方式向其他意义进行
8、语义扩展的其中隐喻和转喻发挥了巨大的作用。这两种方式也给记忆方法的摸索带来重要的线索。使我们可以利用这两种方式顺势记忆更多的单词。张静（2004，1）在其论文中总结了前人语言学家对一词多义的理解以及认知理论对一词多义现象的理解。并提出在当今社会中人们使用的流行语言多使用字词延伸义并提出有汉英混用的现象。这些现象也给英语学习人士带来记忆单词意义的难度，需要了解更多语言背后的文化因素。但是另一方面对英语单词意义记忆也提供了更有意思的方式。流行语的使用方式可以使词汇变的很有生命力。赵楠楠（2005）总结了前人学着的研究成果并总结了在词义变化中产生一词多义的主要原因有单词使用范围的转移、专业词汇和普通
9、词汇之间的相互变化、语言使用过程中的省略及从认知的角度看一词多义。同时语境也对单词的意愿产生了很大的影响。段建敏（2006）在其发表的论文中指出大量的研究表明多义词的形成是社会发展的必然,它遵循一定的规律。英语中多义词主要是通过派生和连锁形成的。词义的不断变化会导致词的理据丧失。但新词与旧词之间仍然可以建立起相应的联系。她提出多义词形成的方式及特点使我们更加清晰的了解多义词词义之间的内在规律，并且为一词多义的记忆法的摸索找到条线索。三、课题的研究内容及拟采取的研究方法、技术路线及研究难点，预期达到的目标1研究方法举例，分析,归纳,总结2技术路线先介绍概念，逐步深化，引出论点，进而论据补充，最后
10、总结3研究难点一词多义演变过程当中理论的归类及阐明及记忆方法的创新4预期达到的目标具有一定理论水平，理论结合实际。有自己的观点，有独立分析问题和解决问题的能力。具备查用资料的能力。资料翔实、出处明确。论证有逻辑性，条理清晰，结论正确。四、论文详细工作进度和安排计划进度2010年9月20日10月24日确定论文题目2010年10月24日2008年12月20日指导老师下达任务书，学生提交开题报告，文献综述，2011年1月底前提交论文初稿2011年3月底前初稿、二稿的修改2011年4月底前三稿、四稿的修改2011年5月10日前定稿，提交按要求装订的论文终稿一式四份五、主要参考文献1陆国强，1999，现
11、代英语词汇学新版M,重庆上海外语出版社。2邓克凤，2008，一词多义的认知与解读J，安徽工业大学学报土会科学版第25卷第6期3王学文，2006，英语一词多义的演变和制约J，浙江湖州师范学院外国语学院继续教育研究第2期4杨文静,2005,英语多义词多个语义形成的原因J文教资料5赵楠楠,2005,英语一词多义的演变与语境制约J河南机电高等专科学校学报6段建敏,2006，多义词学习的内在规律J高等教育与学术研究NO57CROFT,WILLIAM1998LINGUISTICEVIDENCEANDMENTALREPRESENTATIONSCOGNITIVELINGUISTICS8JOHNLOTZ,“TH
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