ABSTRACT

The meaning of words can be influenced by their co-occurrences. Semantic prosody (SP) is attitudinal and evaluative meaning inferred from the habitual lexical environment of a word in a corpus. By introducing SP in an English teaching classroom, teachers can reveal more implicit knowledge about language usage and assist students in reaching sufficient English language competence. This paper offers a detailed study of semantic prosody and suggests an approach to vocabulary instruction by making use of research results obtained in a native English corpus. On the basis of corpus-assisted methods, this study documents a series of pedagogical interventions such as SP instruction, tests, surveys and interviews, which are centred on using SP in synonym differentiation. The pedagogical implications are to raise the awareness of semantic prosody among English learners and encourage them to explore more idiomatic and natural use of English vocabulary by studying collocational meaning in corpora.

摘要

单词的含义会受到它们的共同出现的影响。语义韵律 (SP) 是从语料库中单词的习惯词汇环境推断出的态度和评价意义。通过在英语教学课堂中引入SP，教师可以揭示更多关于语言使用的隐性知识，帮助学生达到足够的英语语言能力。本文详细研究了语义韵律，并提出了一种利用在母语英语语料库中获得的研究成果进行词汇教学的方法。本研究在语料库辅助方法的基础上，记录了SP教学、测试、调查和访谈等一系列教学干预措施，这些干预措施以SP在同义词区分中的使用为中心。