lexical fossilization in semantic category从语义范畴研究词汇的石化现象.docx
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lexical fossilization in semantic category从语义范畴研究词汇的石化现象.docx
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lexicalfossilizationinsemanticcategory从语义范畴研究词汇的石化现象
本科毕业论文(设计)
题目:
LexicalFossilizationinSemantic
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LexicalFossilizationinSemanticCategory
Abstract:
Nowadays,fossilizationphenomenahavebeenpaidmuchattentiontobymanyresearchers,becauseitisaninevitabletopicinthestudyofsecondlanguageacquisition.Basedontheauthor’sdiligentresearch,itisobservedthatmanysecondlanguagelearnersarehardtoobtainanobviousprogressafterstudyingEnglishforalongtime,nomatterhowhardtheywork.Thisisactuallyakindoffossilizationphenomena,whichoftenmakessecondlanguagelearnersfeeltoughandperplexing,andalsocauses“time-consumingmore,yieldingresultslow”phenomena.Thephenomenamayoccurinalllinguisticaspectssuchasphonologicalfossilization,lexicalfossilization,pragmaticfossilizationetc.Lexis,asthebaseofalanguage,consistsofitsmostimportantpart.Thereforelexicalfossilizationiscrucialtothestudyoffossilization.
Inthisthesis,theauthorprobesintothelexicalfossilizationinsemanticcategory.Theessayisbasedontheresearchers’previousstudyaboutlexicalsemanticsandsometypicalexamples.Byanalyzingsomeobjectivecausesoffossilizationphenomenainlexicalaspect,theauthortriestofindouttheeffectivewaystopreventthefossilizederrorsinordertoimproveourEnglishlearning,suchasprovidingaccurateandappropriateL2Input.,turningtobilingualdictionary,gettingacquaintedtoculturalbackground.
Thethesisconsistsofthefollowingfourparts:
Inthefirstpart,theauthorfirstlytriestointroducethebackgroundinformationofthefossilizationphenomenaandthendiscussesthesignificanceofthisstudy.Inthesecondpart,theauthorpresentstheliteraturereviewoffossilizationphenomenainSLA,makesabriefdescriptionofthedefinitionoffossilizationandsomerelatedtermsonfossilization.Inthethirdpart,withsometypicalexamples,theauthorillustratessomecertainmanifestationoflexicalfossilizationinsemanticcategory,andthendiscussessomeobjectivecausesoffossilizationphenomenafromthethreeaspects,namely,theinfluenceofgeographicalenvironment,theinfluenceofculturalbackground,themeaningofawordkeepsupdating.Besidesthat,theauthortriestofindoutsomeeffectivewaystopreventthefossilizederrorsinlexicallearning.Inthefourthpart,theauthorarrivesataconclusionofthewholethesisandpointsoutthedirectionoffurtherstudies.
KeyWords:
fossilizationphenomena;lexis;semantic
Content
Introduction:
1
LiteratureReview:
2
1GeneralIntroductionofFossilization3
2ManifestationofFossilizationinsemanticcategory4
2.1EnglishSemanticMeaningPartlySimilartoChinese5
2.2EnglishSemanticMeaningsDifferentFromChinese6
2.3SemanticMeaningOnlyinEnglishorChinese7
3TheCauseofFossilization7
3.1TheInfluenceofGeographicalEnvironments8
3.2TheInfluenceofCultureBackground9
3.3TheMeaningofaWordKeepsUpdating10
4SomeTentativeMethodstoReduceFossilization10
4.1ToProvideAccurateL2Input10
4.2TurntoBilingualDictionary11
4.3GetAcquaintedtoCulturalBackground11
4.4ToRenewVocabulary12
Conclusion12
References:
13
Introduction:
Selinkerfirstdefinedtheterm“fossilization”as“thelongtermpersistenceofplateausofnon-target-likestructuresintheinter-languageofnon-nativespeakers(eventhosewhoareveryfluentspeakersoftheL2)hasbeencalledfossilization”.Overthepast30yearsorso,manyresearchersandlinguistshavemadevariouscarefulstudiesonfossilizationphenomena,whichisaninevitabletopicinthestudyofsecondlanguageacquisition,andtheyhaveachievedalotofinsightsinthestudiesandcontributedgreatlytoforeignlanguageteachingandlearning.
Learnerssufferfromavarietyofmanifestationoffossilizationindifferentdegree,especiallyinlexicalsemanticsfossilizationaspect.Lexis,asthebaseofalanguage,consistsofitsmostimportantpart.Onlywithitcanalanguageexistanddevelop.Inourcountry,generallyavocabularychartisattachedinanEnglishteachingmaterial,andoneorseveralChineseequivalentsarefollowedbyeverysingleword.Inthissituation,whenstudentstrytoremembertheEnglishwords,theybeartheso-calledcorrespondingChinesemeaninginmind,andstoretheminthebrain.ConsequentlywhenanEnglishwordisreferred,theywouldreflectthelimitedandsuperficialmeaningspontaneously.Astimepasses,deeply-rootedfossilizationcomesintobeing.
FossilizationisaseriousproblemtotheEnglishlearners.Ifwedon’ttakeitintoconsiderationwemaykeepstillorevenregressintheprocessoflearning.Thisthesisiswrittenundersuchasituationtomeetvariousneeds.Inthirdpart,theauthorexplainsfossilizationfromtherefreshingangleandanalyzesthecauseofmanifestationmentionedabove.Withtherecognitionconcerningthecausationoffossilization,attemptsforchangingfossilizedformsoftenmakeiteasierforustogettwofoldresultswithhalftheeffort.
Inordertoimprovelanguageproficiencyoflanguagelearnersofourcountry,sometentativemethodstopreventandreducefossilizationwillbesuggestedfromtheangleoflanguagelearning.namely,providingaccurateandappropriateL2Input.,turningtobilingualdictionary,gettingacquaintedtoculturalbackground.ThestudyoffossilizationinSLAhasbeenattractingmoreandmorepeople’sattention.Inthethesis,theauthortriestofindouttheeffectivewaystopreventthefossilizederrorstoimprovetheEnglishlearning.Thestudyoffossilizationisofgreatsignificance.Inordertoimproveourcountry’sforeignlanguageteachingandlearning,Inordertofurtherpromotingtheinternationalcommunicationandmultipleco-operationsbetweenchinaandtheoutsideworld,itisnecessarytogetabetterunderstandingofSLA.
LiteratureReview:
Theconceptoffossilizationwasfirstintroducedintothesecondlanguageacquisition(SLA)literaturebySelinker,theBritishfamouslinguistandtheprofessorofLondonUniversity,tolabeltheundesirablephenomenoninL2learningthattheL2learnerfailstoreachtarget-languagecompetenceorthatnon-targetformsbecomefixedininter-language(Mukkatesh1986;Major1988,Ellis1994,Pica1994).Inthisdefinition,SelinkerseemstohaveseenfossilizationasawayofbothcharacterizingandexplainingtheproductoftheSLAprocessintermsofwhatmanyobserversconsideroneofitsmostprominentqualities(comparedtoL1A),thatis,relativefailure.Overthepast30yearsorso,manyresearchersandlinguistshavemadevariousstudiesonthephenomenonoffossilization.Agreatresearcherstrytodefinefossilizationfromdifferentangles,thusthedefinitionsoffossilizationvaryagreatdeal.RandomHouseDictionarygaveanotherauthoritativedefinitionwhichgoeslikethefollowing:
Ling.(ofalinguisticform,feature,rule,etc)tobecomepermanentlyestablishedintheinter-languageofasecond-languagelearnerinaformthatisdeviantfromthetarget-languagenormandthatcontinuestoappearinperformanceregardlessoffurtherexposuretothetargetlanguage.(1987,p.755).Fossilizationwasnow:
asituationinwhichthelearnermightproduceatargetlanguageformcorrectlyinonecontextbutnotinanother,therebyevidencingafluctuationininter-languageperformance.Inordertoqualifyasfossilization,thisfluctuationwouldhavetohavepersistedinthelearner'sspeechforanextendedperiodoftime(perhapstwotofiveyearsattheveryleast)-inspiteofcopiousinteractionwithnativespeakersinanenvironmentwherethelearner'sL2isspokenasafirstlanguage.(Selinker,1989)Andjustseveralyearslater,whileadmittingthatdefinitionsoffossilizationvariedwidely,Selinkerreportedtheexistenceof"literallyhundredofstudiesintheliteraturewhichclaimtohaveshownafossilizedphenomenon,orspeculateonafossilizablephenomenon,orassumefossilizationandspeculateonitspossiblecauseinthecaseunderstudy"(Selinker,1992).In1992,Selinkeraddedthedimensionof“cessationoffurthersystematicdevelopmentintheinter-language".Inretrospect,itisclearthattheearliestdefinitionsoffossilizationdelineatedfivebasicproperties:
first,fossilizationisequivalenttocessationofdevelopment;second,fossilizablefeaturespertaineveryaspectofIL,includingphonetic,phonological,morphological,syntactic,semantic,lexical,discoursalandpragmaticfeatures;third,fossilizablefeaturesarepersistentandresistant;fourth,fossilizationhitsbothadultL2learnersandchildL2learners;fifth,fossilizablefeaturesusuallymanifestthemselvesasbackslidinginperformance.Thisfossilizationmayoccurinalllinguisticaspectssuchaspronunciation,spelling,wording,grammarstructure,ortextstructureetc.Vocabularyisoneoftheindispensablecomponentsoflanguagesystem.Itisconsideredasthemostdifficultcomponentoflanguageknowledgeforalearnertograsp.Gorman(1979)pointsoutthatthereisevidenceshowingthatasstudentsbecomemoreproficientinasecondlanguage,problemscausedspecificallybysyntacticalvariationbecomelesssignificant(Quigley,1985:
499).Studentscanlearnwordpronunciationanditsgrammaticalrulesinarestrictedperiodoftime.Itisbecauseeitherofthemisrelativelystable,butitisnotthesamecasewithwordmeaning,whichisdeterminedbythecharacteristicsofwordmeaningitself:
diversity,variabilityandnationality.Sothestudyoflexicalfossilizationiscrucialtotheresearchoffossilization.EnglishlinguistLeechonceadoptedtheter
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