英語本科畢業(yè)論文淺談中學(xué)英語教學(xué)活動中同形異義詞和多義詞的區(qū)分問題的學(xué)習(xí)要領(lǐng)

1、<p><b>　　重慶南方翻譯學(xué)院</b></p><p><b>　　本科畢業(yè)論文</b></p><p>　　中文題目：淺談中學(xué)英語教學(xué)活動中同形異義詞和 多義詞的區(qū)分問題的學(xué)習(xí)要領(lǐng)</p><p>　　外文題目：An Analysis on the Learning Principles of D

2、istinctions Between Homonymy and Polysemy in Middle School English Teaching</p><p>　　院 系 英語語言學(xué)院 </p><p>　　專 業(yè) 英語(教育) </p><p>　　年 級

3、 2007級 </p><p>　　學(xué) 號 071500440121 </p><p>　　學(xué) 生 嚴(yán)元媛 </p><p>　　指導(dǎo)教師 王昊燦 </p><p>　　結(jié)稿日

4、期 2011年4月30日 </p><p>　　四川外語學(xué)院重慶南方翻譯學(xué)院教務(wù)處制</p><p>　　2011年 4 月 30日填</p><p>　　淺談中學(xué)英語教學(xué)活動中同形異義詞和多義詞的區(qū)分問題的學(xué)習(xí)要領(lǐng)</p><p>　　摘要：人們歷來重視對同形異義詞的研究。但是詞匯演變的情況十分復(fù)雜，同形異義詞

5、在演變過程中與多義詞往往有交叉現(xiàn)象。某些詞兼有同形異義詞和多義詞的內(nèi)容，稍不注意，就可能混淆，因此很有必要掌握二者的區(qū)分問題。</p><p>　　同形異義詞和多義詞是語義學(xué)領(lǐng)域里面一對難以分認(rèn)清楚的概念。特別是在中學(xué)英語教學(xué)活動中，兩者的區(qū)分問題給許多英語學(xué)習(xí)者在理解單詞的確切意思上帶來了麻煩。</p><p>　　論文首先從理論的角度闡述了同形異義詞與多義詞的定義。隨后作者談到了同形異

6、義詞與多義詞的來源和區(qū)別。然后，本文分析出中學(xué)英語教學(xué)活動中，學(xué)生對學(xué)習(xí)兩類詞匯所存在的問題。最后，作者針對存在的問題，通過老師和同學(xué)兩個(gè)方面，分別提出對策。</p><p>　　通過本文的寫作，筆者希望本文的淺析能幫助中學(xué)英語學(xué)習(xí)者解決英語學(xué)習(xí)過程中學(xué)習(xí)和掌握同形異義詞和多義詞的區(qū)分問題，提高學(xué)生學(xué)習(xí)英語的興趣。</p><p>　　關(guān)鍵詞：同形異義詞；多義詞；中學(xué)英語教學(xué)；學(xué)習(xí)要領(lǐng)&l

7、t;/p><p>　　An Analysis on the Learning Principles of Distinctions Between Homonymy and Polysemy in Middle School English Teaching</p><p><b>　　Abstract</b></p><p>　　People h

8、ave always thought highly of researching homonymy. However, the evolution of vocabulary is extremely complicated. During the procedure of evolution, there are cross connections between homonymy and polysemy. Some words c

9、ontain contents both with homonymy and polysemy. It is easy for English learners to be confounded through an oversight. Therefore, it is quite essential to master the distinctions between homonymy and polysemy.</p>

10、<p>　　The concepts of homonymy and polysemy often get muddied in Semantics. In the middle school English teaching, especially, distinctions of the two pose a lot of difficulties to English learners on the understa

11、nding of the exact meanings.</p><p>　　In the first part of the paper, the author theoretically elaborates the definitions of homonymy and polysemy. Then, the author explains the origins and distinctions betw

12、een homonymy and polysemy. After that the author analyses the problems for middle school students in studying the two words in middle schools. Lastly, the author puts forward the related solutions based on the previous p

13、roblems for teachers and students.</p><p>　　In this paper, the author expresses her wish to solve the problems of studying the distinctions between homonymy and polysemy in middle school English studying and

14、 foster these English learners with interest in learning.</p><p>　　Key words: homonymy; polysemy; middle school English teaching; learning principle</p><p>　　Acknowledgements</p><p>

15、;　　First and foremost, I would like to express my heartfelt gratitude to my supervisor, Lecturer Wang, both for her intellectual guidance and for her warm and constant encouragement during the process of writing this pap

16、er. With patience and prudence, she labored through drafts of this paper and pointed out defects in my theorizing. Therefore, I owe all the merits in this paper, if any, to her, though I am fully aware that the paper mig

17、ht still contain some mistakes, for which I bear the whole resp</p><p>　　My cordial and sincere thanks go to all the teachers in the Department of English, who’s interesting and informative courses have bene

18、fited me a lot during my college years. The profit that I gained from their profound knowledge, remarkable expertise and intellectual ingenuity will be of everlasting significance to my future life and career.</p>

19、<p>　　I am also very grateful to my classmates, who have given me a lot of help and courage during my stay in the college and throughout the process of writing this paper. </p><p>　　Last but not the le

20、ast，big thanks go to my family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this paper.</p><p><b>　　Contents</b></p><p&

21、gt;　　中文摘要…….....................................................................................................ⅰ</p><p>　　Abstract…………………………………………………………………………ⅱ</p><p>　　Acknowledgements……………………

22、………………………………….. …...ⅲ</p><p>　　Introduction……………………………………………………………………...1</p><p>　?、? Understandings of Homonymy and Polysemy………………………………2</p><p>　　Definitions of Homonymy and Polys

23、emy……………………………….2</p><p>　　Origins of Homonymy and Polysemy…………………………………...4</p><p>　　Distinctions between Homonymy and Polysemy………………………..5</p><p>　?、? Problems of Studying the Two

24、 Types of Words in Middle School English…8</p><p>　　Problem of Pronunciation………………………………………………..8</p><p>　　Problem of Remembrance……………………………………………….9</p><p>　　Problem of Knowing the

25、 Cultural Differences…………………………10</p><p>　　Ⅲ. Solutions of Studying the Two Types of Words in Middle School English..12</p><p>　　Amelioration in Teaching Methods of Teachers………………………..12</p&g

26、t;<p>　　Enhancement in Abilities of Students…………………………………..17</p><p>　　Conclusion……………………………………………………………………...23</p><p>　　Notes……………………………………………………………………………24 Bibliography…………………………………………

27、…………………………25</p><p>　　An Analysis on the Learning Principles of Distinctions Between Homonymy and Polysemy in Middle School English Teaching </p><p>　　Introduction</p><p>　　In our c

28、ountry, English study is always the problem for middle school students. And the vocabulary is one of the three core elements of English and foundation of English learning. With the higher requirement of English learning

29、ability for students, they may find that English is become more and more difficult to learn. It is also a hard nut to crack for the English vocabulary of homonymy and polysemy. And the concepts of homonymy and polysemy o

30、ften get muddied in Semantics. In the middle school </p><p>　　In order to analyze the learning principles of the two type words, the first and foremost step is to have an all-round understanding of homonymy

31、and polysemy. With the knowledge of the definitions, origins and differences of homonymy and polysemy, the next step is to find out the problems in learning English. Then, it is easier for readers to get familiar with th

32、e exact present problems in middle school English learning. And after that, the reader can look for the correct solutions put forward i</p><p>　　The roles of learning the homonymy and polysemy are essential

33、in English study. These solutions which mentioned in this paper is aimed at making the distinctions clear, helping middle school students in English learning and assisting teachers in English teaching.</p><p&g

34、t;　?、? Understandings of Homonymy and Polysemy</p><p>　　A. Definitions of Homonymy and Polysemy</p><p>　　The study of polysemy and homonymy has a long history on the philosophy of language, ling

35、uistics, psychology, and literature. The complex relation between meanings and words were first noted by Stoics. They observed that one word could carry different meanings. Through the subsequent research into the issue

36、of polysemy and homonymy, it is found that there is an extensive grey area between them. How to distinguish the two is an important issue lying in front of the researchers. Polysemy and homon</p><p>　　Homony

37、my refers to the phenomenon that words having different meanings have the same form, i.e., different words are identical in sound or spelling, or in both.</p><p>　　Homonymy is usually viewed to hold between

38、words – forms whose senses are completely unrelated. A word with at least two entirely distinct meanings yet sharing a lexical form is said to be homonymous. One of the most commonly cited examples of homonymous words is

39、 “bank”, which has a financial institution sense and an edge of a river sense. These senses seem clearly unrelated, and the fact that they are associated with the same word form seems purely accidental. Homonyms can be c

40、ategorized into t</p><p>　　When two words are identical in sound, they are homophones. When two words are identical in spelling, they are homographs. When two words are identical in both sound and spelling,

41、they are complete homonyms. Below are examples of each kind:</p><p>　　Homophones: rain/ reign, night/ knight, piece/ peace, leak/ leek</p><p>　　Homographs: bow (v.) / bow (n.) tear (v.) / tear (

42、n.), lead (v.) / lead (n.)</p><p>　　Complete homonyms: fast (adj.) / fast (v.), scale (n.) / scale (v.)1 </p><p>　　At this stage a question that readily comes to mind is that when two forms are

43、identical both in sound and spelling, how can we tell whether they are two meanings of the same polysemic word, or two complete homonyms? This is an interesting question but difficult to answer. What we can depend on is

44、the etymology of the words in question. A polysemic word, i.e., a word with several meanings, is the result of the evolution of the primary meaning of the word, such as the word “table”. The various me</p><p&g

45、t;　　The coexistence of several meanings in a word is called polysemy. The word polysemy comes from Neo- Latin polysemia (polymany, sema-sign), that is, having or characterized by many meanings for a single word or phrase

46、. Polysemy seems to be motivated by metaphoric thought, that is, the relation between two polysemies seems to be the result of a certain underlying metaphor for shape, size, position, outward appearance, function and so

47、on:</p><p>　　While different words may have the same or similar meaning, the same one word may have more than one meaning. This is what we call Polysemy, and such a word is called a polysemic word. There are

48、 many polysemic words in English. The fact is the more commonly used a word is, the more likely it has acquired more than one meaning. Take the word “table” for example. It is a very common word in English. If we look it

49、 up in any dictionary, we will find that it has at least the following seven meanings:</p><p>　　A piece of furniture</p><p>　　All the people seated at a table</p><p>　　The food that

50、 is put on a table</p><p>　　A thin flat piece of stone, metal, wood, etc.</p><p>　　Orderly arrangement of facts, figures, etc.</p><p>　　Part of a machine-tool on which the work is p

51、ut to be operated on</p><p>　　A level area, a plateau2</p><p>　　Historically, Polysemy can be understood as the growth and development of, or change in, the meaning of words. We assume that the

52、original meaning of “table” had only one meaning referred to as a thin piece of stone, or wood. This is called its primary meaning. Later on it gradually came to acquire the other meanings it now represents. We can proba

53、bly guess that when people learned to make a piece of furniture with wood, the furniture thus made was given the name “table”. This is the sense in wh</p><p>　　B. Origins of Homonymy and Polysemy</p>

54、<p>　　There are various sources of homonyms: change in sound and spelling, borrowing, etc.:</p><p>　　Change in sound and spelling. Some homonyms are native by origin, derived from different earlier form

55、s in Old English. The change in sound and spelling gradually made them identical in modern English.</p><p>　　Borrowing As a result of heavy borrowing from other languages, many words of foreign origin coinci

56、de in sound and/or spelling with those of native origin or with those of other foreign origin.</p><p>　　Shortening many shortened forms of words happen to be identical with other words in spelling or sound.3

57、</p><p>　　Based on the sources of homonyms, the origins of homonymy can be divided into seven parts:“ one, the converging sound-development; two, the diverging sense-development; three, the foreign influence

58、; four, the zero derivation; five, the abbreviation of words; six, the use of euphemism; seven, the different dialects and varieties.”4</p><p>　　The origins of polysemy are sum up into six big parts: one, sh

59、ift in application; two, specialization in a social milieu; three, homonyms reinterpreted; four, Radiation; five, Concatenation; six, Foreign influence.</p><p>　　C. Distinctions Between Homonymy and Polysemy

60、</p><p>　　In fact, polysemy is very similar to homonymy. Two words can be polysemous when their senses are somehow related, as long as they are not equal while homonymy is usually viewed to hold between word

61、 forms whose senses are completely unrelated. Given that we have a written form with different meanings, are we to say it is one word with different meanings (polysemy) or two different words with the same shape (homonym

62、y)? What are the criteria that enable us to distinguish between polysemy and homony</p><p>　　Firstly, dictionary usually bases their decision upon etymology. If it is known that identical forms have one orig

63、in, even if they have different meanings, they are treated as polysemic and given a single entry in a dictionary. If it is know that they have different origins, they are treated as homonymous and given separate entries.

64、 Thus, on the ground of a shared etymological knowledge, table (furniture) and table (arrangement of data) are polysemic, while pupil (student) and pupil (the round o</p><p>　　It’s easy to distinguish homoph

65、ones and homographs with polysemy for homophones have different spellings and phonographs have different sounds. But Perfect homonyms and polysemy are fully identical regarded to spelling and pronunciation.</p>&l

66、t;p>　　Homonyms refer to different words, which happen to share the same forms. Polysemy is the one and same word, which has several meanings: One important criterion is to see their etymology. Homonyms are from differ

67、ent sources. A polysemy is from the same source, which has acquired different meaning in the course of development. The second principle is semantic relatedness. The various meanings of a polysemy are correlated and conn

68、ected to some central meaning to a greater or less degree. Meanings o</p><p>　　Polysemy and homonymy, as important concepts in lexical semantics, explore the relation between different senses. The distinctio

69、n between polysemy and homonymy is important because it separates the principled from the accidental. Their pragmatic functions are noticeable, for they are stylistically useful to achieve such contextual effects as humo

70、r, irony, and heightened dramatic power. Due to the ingenious employment of polysemy and homonymy, people are impressed with their semantic power and th</p><p>　　Ⅱ. Problems of Studying the Two Types of Word

71、s in Middle School English</p><p>　　Vocabulary is one of the three core elements of English and foundation of English learning. </p><p>　　The British famous linguists, D.A. Wilkins held a view:

72、“Without grammar, lots of things cannot be expressed; without vocabulary, nothing can be expressed.”5 Learning a new language, only accumulating a large vocabulary can only be mutual communication running smoothly. For t

73、his reason, in English teaching, vocabulary teaching is very significant.</p><p>　　However, at present, this is not hard to find that in China vocabulary teaching is a point and difficulty for both English t

74、eachers and students in middle schools. Aiming at the difficulty of learning English vocabulary, then, take effective measures and carry on the effective teaching can get twice the result with half the effort. </p>

75、<p>　　The primary task of putting forward solutions is to find out existing problems. That, in turn, could come up with more and better solutions.</p><p>　　The problems of studying the two types of wo

76、rds in middle school English can be divided into three main parts: the problem of pronouncing the English words, the problem of remembering the English words, the problem of understanding the cultural differences between

77、 western countries and our own country.</p><p>　　A. Problem of Pronunciation</p><p>　　As a foreign language, English is completely different from our mother tongue, whether the spelling and the

78、pronunciation of letters and words, or the grammar and the structure of the sentences. In our country, children learn the Bopomofo when they are at an early age. This way of learning words has laid a deep imprint in thei

79、r mind. It is clear that this kind of ways has also produced a strong negative effect on their later foreign language learning. Especially these do not receive the simple E</p><p>　　For many fresh middle sch

80、ool students, when they first meet with the English, they will feel quite hard to pronounce these English letters. Because the way of spelling English letters is different from the Chinese, to some extend, there are many

81、 difficult sounds for our Chinese to pronounce. English learners should make a point of obtaining correct pronunciation and intonation at the very beginning. But it is not easy for these beginners during the first stage.

82、</p><p>　　For the sake of being left behind, many students use the Chinese words to write below these English words for pronounce instead of remembering these pronunciations by themselves. This phenomenon wi

83、ll cause a problem in learning English. Since English and Chinese are two different languages and do not belong to the same language system. Obviously, the way of pronounce the Chinese words cannot replace the way of pro

84、nouncing the English words. In the immediate aftermath, it will influence the effec</p><p>　　Problem of Remembrance</p><p>　　The path in the language learning is full of hardships that need thes

85、e learners to overcome and constant progress by great efforts. After the first stage of English learning, some students who have overcome the difficulties in pronouncing may get successful. Then, they are faced with anot

86、her problem of remembering English words. In some ways, some students show their great interest in learning foreign languages. However, along with the difficulties increase, most of the students lost their enthu</p>

87、;<p>　　When they become afraid of remembering English words, they may also have the same attitude about homonymy and polysemy. Because the two special kinds of vocabulary are more difficult to learn and remember.

88、For these two types of words, learners could not learn them well without good master and good memorization of the one or two or even more meanings of them.</p><p>　　Problem of Knowing the Cultural Difference

89、s</p><p>　　No matter how well learners master the vocabulary, it needs to mention one essential point in learning English or any other foreign language. That is the significant role of the cultural differenc

90、e. </p><p>　　English and Chinese belong to two entirely different language families and they are remote in their cultural aspects. A good understanding of western culture is a great help in learning foreign

91、language. For the learning of English, many students do not have the realization of the culture of England and America. It is necessary to know that during the evolution of homonymy and polysemy, the homonymy presents a

92、cross feature with the polysemy. And the formation of the homonymy and the polysemy co</p><p>　　However, with heavy learning task, the middle school students have no time or any chance to know the culture. T

93、o some extend, this is the one problem in teaching managements. Because of the lack of important information, it caused the less understanding of the meanings of homonymy and polysemy. And it gives rise to the unsuccessf

94、ul performance of the English learners.</p><p>　　With the analysis of the problems above, this is time to put forward solutions to solve these problems. The study of the distinctions between homonymy and pol

95、ysemy in middle school English teaching is related to both the teachers and the students.</p><p>　　Ⅲ. Solutions of Studying the Two Types of Words in Middle School English</p><p>　　Amelioration

96、in Teaching Methods of Teachers</p><p>　　When students are faced with the exact problems in English vocabulary learning, whether they can still have learning interest on vocabulary or psychological rejection

97、 or not depends on whether the leading functions teachers have played or not. Without the guidance of teachers, it is difficult for students to accomplish the self-regulation, induction and consolidation by themselves. T

98、herefore, stimulating and maintaining students’ interest in learning vocabulary and let them to accept vocabulary </p><p>　　In order to arouse and maintain students’ motivations and interests in learning Eng

99、lish vocabulary, the first strategy for teachers is aimed at solving the problem of pronouncing. In China, some teachers should pay more attention to their pronunciations which sound with dialects. Because the most direc