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外向型英漢詞典中的語用信息研究(英文版)

  • 作者:王安民
  • 出版社:科學
  • ISBN:9787030568953
  • 出版日期:2018/03/01
  • 裝幀:平裝
  • 頁數:214
人民幣:RMB 88 元      售價:
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內容大鋼
    漢語語用知識對第二語言的學習至關重要。在英漢學習詞典中提供語用信息對於獲取這類知識有促進作用。王安民著的《外向型英漢詞典中的語用信息研究(英文版)》對英漢學習詞典中的漢語語用信息重新進行了定義,結合《新漢語水平考試大綱》一、二級所要求的辭彙,對這些詞語及其相關表達的語用意義進行了分析歸納。以此為基礎,筆者編纂了一些英漢學習詞典樣稿,供外國漢語學習者在第一、第二學期使用。兩個學期末的兩次語用測試表明,在英漢學習詞典中提供漢語語用信息對外國漢語學習者增加語用知識及增強語用能力,具有積極的促進作用。
    本書不僅適合詞典學領域的師生研讀,對語用學、對外漢語教學等領域也有一定參考價值。

作者介紹
王安民
    王安民,1977年生,甘肅會寧人,澳大利亞麥考瑞大學語言學博士。現任蘭州交通大學副教授,碩士生導師。主要從事雙語詞典學與翻譯學的研究工作。獨譯或合譯作品數部,如《成功跨越學習困難》《確認之風》《巴希葉的故事》等;參編《最新四六級考試辭彙一典通》;參譯《譯文版牛津英漢雙解詞典》;在《辭書研究》等雜誌上發表專業論文十余篇。

目錄
前言
Chapter 1 Introduction
  1.1 Mapping the Field of Pragmatics
    1.1.1 Problem solvers
    1.1.2 Border seekers
    1.1.3 Verschueren's theory
    1.1.4 Pragmatic functions and communicative context
  1.2 Approaches to Pragmatics in Dictionaries
    1.2.1 Aspects of pragmatics
    1.2.2 The placement of pragmatic information in a dictionary
    1.2.3 The lexicographical means for presenting pragmatic information
  1.3 Outline of the Book
Chapter 2 Teaching and Learning Chinese Pragmatics in CSL/CFL Contexts
  2.1 Teaching and Learning Chinese Pragmatics in CSL Contexts
  2.2 Teaching and Learning Chinese Pragmatics in CFL Contexts
  2.3 Summary on Teaching and Learning Chinese Pragmatics
Chapter 3 Pragmatic Meaning Relating to the Core Vocabulary for Chinese Learners
  3.1 Frameworks for Analysing Pragmatic Meanings in the Core Chinese Vocabulary
    3.1.1 Functional categorization for Chinese words and constructions conveying pragmatic meanings
    3.1.2 Structural categorization for Chinese words and constructions conveying pragmatic meanings
    3.1.3 Classification of pragmatic meanings in the Chinese core vocabulary
  3.2 Pragmatic Meanings Associated with Speech Acts
    3.2.1 Greetings
    3.2.2 Saying goodbye
    3.2.3 Expressing gratitude and replying to thanks given
    3.2.4 Apologising and replying to others' apology
    3.2.5 Making suggestions
    3.2.6 Making and replying to requests
    3.2.7 Pragmatic meanings associated with the terms for addressing others
    3.2.8 Other specialised speech acts
  3.3 Pragmatic Meanings Associated with Expressing Emphasis, Vagueness, Attitude and Feeling
    3.3.1 Pragmatic meanings associated with expressing emphasis
    3.3.2 Pragmatic meanings associated with expressing vagueness
    3.3.3 Pragmatic meanings associated with expressing personal and interpersonal attitudes
    3.3.4 Pragmatic meanings associated with expressing feelings
  3.4 Pragmatic Meanings Associated with Chinese Politeness
  3.5 Pragmatic Meanings of Five Chinese Particles
  3.6 Pragmatic Meanings Associated with Interactive Discourse Markers—Pragmatic Markers
  3.7 Concluding Remarks to the Chapter
Chapter 4 Pragmatic Information in Four Chinese Textbooks for Beginners
  4.1 Selection Criteria for the Four Textbooks for Chinese Beginners
  4.2 Four Ways of Presenting Chinese Pragmatics in the Four Textbooks
    4.2.1 Translation equivalents (with bracketed explanations)
    4.2.2 Language notes
    4.2.3 Cultural notes
    4.2.4 Grammatical explanations
  4.3 Chinese Pragmatics in the Four Textbooks
    4.3.1 The presentation of pragmatic points
    4.3.2 Pragmatic information on particles
    4.3.3 Pragmatic meaning associated with conversational topics

  4.4 Concluding Remarks to the Chapter
Chapter 5 Pragmatic Information in Six Bilingual Learners' Dictionaries Targeting Chinese Beginners
  5.1 Criteria for Selecting the Six Reference Dictionaries
  5.2 Pragmatic Information in Six Dictionaries
    5.2.1 Pragmatic information in the megastructure
    5.2.2 Pragmatic information in the macrostructure
    5.2.3 Pragmatic information in the microstructure
    5.2.4 Pragmatic information in the mediostructure
  5.3 Concluding Remarks to the Chapter
Chapter 6 Principles for Presenting Pragmatic Information in an Expandable E-C Learners' Dictionary
  6.1 The First-stage Experimental E-C Dictionary
    6.1.1 Pragmatic information in the megastructure: front and back matter
    6.1.2 Pragmatic information in the macrostructure
    6.1.3 Pragmatic information in the microstructure
    6.1.4 Pragmatic information in the mediostructure
  6.2 The Second-stage Experimental E-C Dictionary
    6.2.1 Pragmatic information in the megastructure: front matter and back matter
    6.2.2 Pragmatic information in the macrostructure
    6.2.3 Pragmatic information in the microstructure
    6.2.4 Pragmatic information in the mediostructure
  6.3 Concluding Remarks to the Chapter
Chapter 7 The First Pragmatics Test
  7.1 Participants' Overall Performance on the First Pragmatics Test
  7.2 Participants' Motivations for Learning Chinese
    7.2.1 The analysis and grouping of 38 participants' motivations
    7.2.2 The correlation between participants' motivations and their average performance on the test
  7.3 Accuracy Rates of Answers to Each Test Question on the First Pragmatics Test
    7.3.1 High-scoring questions: questions 3, 5 and 8
    7.3.2 Medium-scoring questions: questions 1, 4 and 6
    7.3.3 Low-scoring questions: questions 2, 7, 9 and 10
  7.4 Lexicographical Vehicles for Presenting Pragmatic Information and Participants' Performance
    7.4.1 The number of lexicographical means
    7.4.2 The particular lexicographical means used
  7.5 Accessibility of the Pragmatic Information
    7.5.1 Macro-accessibility
    7.5.2 Micro-accessibility
    7.5.3 Alignment of accessibility with the participants' performance in the first pragmatics test
  7.6 Concluding Remarks to the Chapter
Chapter 8 The Second Pragmatics Test
  8.1 Structure of the Second Pragmatics Test: Repeated Questions and the New Set
  8.2 Participants' Performance on the Five Repeated Questions and Their Overall Performance on the Second Pragmatics Test
  8.3 Accuracy Rates of Answers to Each Question in the Second Pragmatics Test
    8.3.1 High-scoring questions: questions 2, 3, 5, 6, 8 and 10
    8.3.2 Medium-scoring question: question 9
    8.3.3 Low-scoring questions: questions 1, 4 and 7
  8.4 Lexicographical Vehicles for Presenting Pragmatic Information and Participants' Performance
    8.4.1 The number of lexicographical means
    8.4.2 The particular lexicographical means used
  8.5 Accessibility of the Pragmatic Information
    8.5.1 Macro-accessibility

    8.5.2 Micro-accessibility
    8.5.3 Alignment of accessibility with the participants' performance in the first pragmatics test
  8.6 Participants' Frequency of Using the Second-stage Experimental E-C Dictionary
  8.7 Participants' Feedback on the Presentation of Pragmatic Information in the E-C dictionary
    8.7.1 Participants' suggestions for improving dictionary structure
    8.7.2 Participants' suggestions for improving dictionary contents
  8.8 The Learning Profile of the 13 Participants as Reflected in the Two Pragmatics Tests
  8.9 Concluding Remarks to the Chapter
Chapter 9 Concluding Remarks
  References
  Appendixes
  Appendix 1 Pragmatic Meaning Relating to 120 Chinese Words and Associated Linguistic Structures
  Appendix 2 HSK Level 1 and Level 2 Lexical Syllabus: 300 Chinese Words (Including 150 Above) (In the Order of the Pinyin of Each Word)
  Appendix 3 Inclusion of 120 Pragmatic Points in Six Dictionaries
  Appendix 4 Pragmatic Meanings Relating to Chinese Words Beyond the 300 Words Required of New HSK Test-takers and Their Associated Linguistic Structures
後記

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