多模態(tài)視角下英語近義詞辨析研究_16677.pdf

1、暨南大學(xué)碩士學(xué)位論文暨南大學(xué)碩士學(xué)位論文題名（中英對照）：多模態(tài)視角下英語近義詞辨析研究多模態(tài)視角下英語近義詞辨析研究AMultimodalPerspectiveofSynonymDiscriminationintheEnglishLanguage作者姓名：鄭貞霞鄭貞霞指導(dǎo)教師姓名及學(xué)位、職稱：梁瑞清梁瑞清博士博士教授教授學(xué)科、專業(yè)名稱：外國語言學(xué)及應(yīng)用語言學(xué)外國語言學(xué)及應(yīng)用語言學(xué)學(xué)位類型：學(xué)位類型：學(xué)術(shù)學(xué)位學(xué)術(shù)學(xué)位論文提交日期：201

2、5年6月20日論文答辯日期：2015年5月27日答辯委員會主席：鐘書能論文評閱人：學(xué)位授予單位和日期：暨南大學(xué)碩士學(xué)位論文IAbstractVocabularyphoicsgrammararethreebasicelementsofacertainlanguage.Atpresentone’slevelofEnglishisusuallydecidedbythewidthdepthofhishervocabularyknowledge.

3、Vocabularylearningisaprocessofdynamicparticipationofthelearnerwiththehelpofarequiredlearningstrategy.AsabloominglanguageEnglishisrichinsynonyms.MostEFL(shtfEnglishasaFeignLanguage)learnersconsiderdiscriminationofsynonyms

4、asahugeobstacletoEnglishlearning.LargelybasedonLiang’smultimodalaccountofvocabularyteachingthisthesisaimstoconductatentativestudyofsynonymdiscriminationintheEnglishlanguagetryingtoinvestigatewhetherthemultimodalstrategyo

5、fvocabularyteachingisabletohelpimprovethedepthofEFLlearners’depthofvocabularyknowledgeasaconsequencehelpthembetterdiscriminateuseEnglishsynonyms.Thisthesisconsistsofsixchapters.Chapteroneisanintroductiongivingthebackgrou

6、ndinfmationthesignificanceofthemultimodalteachingapproachaswellastheresearchmethodganizationofthethesis.Chaptertworeviewssomepreviousstudiesonwdmeaningsynonymsmultimodality.InChapterthreecomponentialanalysisLiang’saccoun

7、tofmultimodalityarewellilluminateddiscussed.ChapterfourappliescomponentialanalysisLiang’sviewofmultimodalitytothediscriminationofexperientialsynonyms.AnexperimentiscarriedoutinChapterfivetofigureouttheeffectsofmultimodal

8、acquisitionondiscriminationofsynonyms.Aquantitativeanalysisofthecollecteddatafromthetestsinvestigationsrevealsthat1)acquisitionofphenomenalmeaningsisvitaltovocabularyacquisition2)multimodalacquisitionofphenomenalmeanings

9、enablesEFLlearnerstounderstdiscriminatesynonymsinameaccurateway3)studentswithhigherEnglishproficiencycanbetteracquirephenomenalmeaningsthanthosewithlowerEnglishproficiency.Chaptersixinvolvesfindingssomeimplicationslimita