大学汉英学习词典模式的构建PDF|Epub|txt|kindle电子书版本网盘下载

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Chapter 1 Introduction1

1.1 Research objective1

1.2 Research rationale2

1.2.1 Rationale for studying dictionary use in CET2

1.2.2 Rationale for designing a CCELD2

1.3 Research approach3

1.4 Outline of the book3

PART Ⅰ DICTIONARY USE STUDY4

Chapter 2 Literature Review on Dictionary Use Study5

2.1 Necessity of dictionary use study5

2.1.1 Necessity of studying dictionary users5

2.1.2 Necessity of studying dictionary use empirically7

2.1.3 Summary8

2.2 Research areas in dictionary use study8

2.2.1 Hartmann's classification8

2.2.2 Hulstijn ＆ Atkins's classification9

2.2.3 Tono's classification9

2.2.4 Cowie's classification10

2.2.5 Summary10

2.3 Research questions11

2.3.1 Wiegand's research questions11

2.3.2 Hartmann's review of hypotheses about dictionary users12

2.3.3 Summary12

2.4 Theoretical framework13

2.4.1 Nesi's model13

2.4.2 Scholfield's model14

2.4.3 Hartmann's model15

2.4.4 Bogaards's model16

2.4.5 Luo,Wang and Cao's model17

2.4.6 Summary18

2.5 Research methodology19

2.5.1 Hartmann's classification20

2.5.2 Tono's classification21

2.5.3 Summary23

2.6 Main findings of dictionary use studies26

2.6.1 Dictionary ownership,preference and frequency of dictionary use27

2.6.2 Strategies in dictionary use29

2.6.3 Factors affecting dictionary use30

2.6.4 Degree of satisfaction with dictionary use31

2.6.5 Effect of dictionary use31

2.6.6 Training of dictionary use competence32

2.6.7 Dictionary use in vocabulary acquisition32

2.6.8 Studies on dictionary use in L1-L2 translation34

2.7 Concluding remarks35

Chapter 3 Sociopsychological Study on Dictionary Use37

3.1 Research areas37

3.2 Research questions37

3.3 Theoretical framework38

3.3.1 The model38

3.3.2 The main factors39

3.4 Research methodology:Questionnaire45

3.4.1 Purpose45

3.4.2 Participants45

3.4.3 Material46

3.4.4 Procedure46

3.5 Research findings and discussion46

3.5.1 Ownership of dictionaries46

3.5.2 Motivation to buy dictionaries49

3.5.3 Attitude towards dictionaries51

3.5.4 Guide-reading for using dictionaries52

3.5.5 Frequency of using dictionaries55

3.5.6 Satisfaction with the use of dictionaries57

3.5.7 Training in dictionary use59

3.5.8 Necessity of and expectations on a CCELD62

3.6 Concluding remarks67

Chapter 4 Psycholinguistic Study on Dictionary Use68

4.1 Research areas68

4.2 Research questions:CET test69

4.3 Research questions:Think-aloud protocol69

4.4 Theoretical framework:Overview69

4.5 Theoretical framework:A psycholinguistic model of CET70

4.5.1 The model70

4.5.2 Main components72

4.5.3 Main procedures76

4.6 Theoretical framework:A psycholinguistic model of dictionary use in CET78

4.6.1 The model78

4.6.2 The main procedures80

4.7 Research methodology:CET test81

4.7.1 Purpose81

4.7.2 Participants82

4.7.3 Material82

4.7.4 Procedure82

4.8 Research methodology:Think-aloud protocol83

4.8.1 Purpose83

4.8.2 Participants83

4.8.3 Material84

4.8.4 Procedure85

4.9 Research findings and discussions:CET test85

4.9.1 Target lexical items for dictionary use85

4.9.2 Dictionaries used94

4.9.3 Purposes of dictionary use98

4.9.4 Dictionary components consulted101

4.9.5 Utilization of dictionary information103

4.10 Research findings and discussions:Think-aloud protocol113

4.10.1 Target lexical items for dictionary consultation113

4.10.2 Dictionaries used116

4.10.3 Purposes of dictionary use117

4.10.4 Utilization of dictionary information118

4.11 Concluding remarks123

PART Ⅱ MODEL BUILDING124

Chapter 5 Theoretical Basis126

5.1 Dictionary typology126

5.1.1 Hartmann's typology of pedagogical dictionaries126

5.1.2 The type of CCELD127

5.2 Dictionary structure127

5.2.1 Overview127

5.2.2 Megastructure129

5.2.3 Microstructure129

5.2.4 Mediostructure130

5.2.5 Access structure130

5.2.6 Distribution structure130

5.3 Dictionary models131

5.3.1 Yuan's CELD model131

5.3.2 Laufer's 'bilingual dictionary plus'model133

5.4 Concluding remarks135

Chapter 6 Empirical Basis137

6.1 Results on sociopsychological factors137

6.2 Results on psycholinguistic factors138

6.3 Concluding remarks139

Chapter 7 Dictionary Basis140

7.1 Target users,purposes and features140

7.1.1 MCED(1988)140

7.1.2 CED(1997)141

7.2 Overall information142

7.2.1 Table of contents143

7.2.2 Basic information144

7.3 Entry information145

7.4 Concluding remarks146

Chapter 8 A Model of a CCELD147

8.1 Overview147

8.2 General principles148

8.3 Specific principles on the CCELD149

8.3.1 Principles on megastructure of the CCELD149

8.3.2 Principles on outside matter of the CCELD150

8.3.3 Principles on front matter of the CCELD150

8.3.4 Principles on middle matter of the CCELD152

8.3.5 Principles on back matter of the CCELD153

8.3.6 Principles on macrostructure of the CCELD155

8.3.7 Principles on microstructure of the CCELD158

8.3.8 Principles on mediostructure structure of the CCELD169

8.3.9 Principles on access structure of the CCELD170

8.3.10 Principles on distribution structure of the CCELD172

8.4 Concluding remarks173

Chapter 9 Conclusion177

References180

Appendix Ⅰ Tools for Studying Dictionary Use in CET189

Appendix Ⅱ Raw Data of the Study by Think-aloud Protocol206

Appendix Ⅲ A Report on a Study on Dictionary Use in Vocabulary Acquisition218

List of Tables45

3-1 Participants45

3-2 Ownership:MCED ＆ CED vs.Other CEDs47

3-2 Ownership:MCED vs.CED47

3-3 Motivation to buy CEDs49

3-4 Attitude towards CEDs51

3-5 Guide-reading for using CEDs53

3-6 Frequency:CEDs55

3-7 CED in CET:Frequency56

3-8 Satisfaction:CEDs in CET (Questionnaire)58

3-9 Training:Trained/Not-trained60

3-10 Training:Necessity61

3-11 CCELD:Necessity63

4-1 Participants82

4-2 Participants83

4-4 Type of target lexical items89

4-5 Number of look-ups of target lexical items89

4-7 Type of target lexical items92

4-8 Number of look-ups of target lexical items92

4-9 CEDs vs.other dictionaries94

4-10 CEDs vs.other dictionaries95

4-11 MCED ＆ CED vs.other CEDs96

4-12 MCED vs.CED97

4-13 CEDs vs.other dictionaries97

4-14 Purposes of dictionary use:General98

4-15 Purposes of dictionary use:English usage information99

4-16 Components consulted101

4-18 Sources of expressions107

4-19 Means of utilizing dictionary information109

4-20 Choice of equivalents110

4-21 Effect of utilising dictionary information112

4-22 Lexical items searched for114

4-23 Lexical items looked up115

4-24 Types of dictionary used116

4-25 Purposes of lookup117

4-26 Sources of expressions in translation118

4-27 Means of utilizing dictionary information119

4-28 Choice of equivalents120

4-29 Effect of utilizing dictionary information122

7-1 Basic information of MCED(1988)and CED(1997)144

7-2 Entries from MCED(1988)and CED(1997)145

8-1 Comparison between The Contemporary Chinese Dictionary(Enlarged Edition,2002)and The Contemporary Chinese Dictionary(Chinese-English Edition,2002)175

1200

2201

Tests of Normality223

Test of Homogeneity of Variance224

Ranks224

Test Statisticsa,b224

Multiple Comparisons225

Dependent Variable:SCORE Tamhane225

List of Figures6

2-1 Relationship between compiler,user and dictionary6

2-2 Nesi's model of dictionary use processes13

2-3 Scholfield's model of dictionary use processes in comprehension15

2-4 Hartmann's model of dictionary use processes15

2-5 Bogaards's model of dictionary use processes16

2-6 Luo,Wang and Cao's model of dictionary use processes17

2-7 A model of dictionary use in CET(1)18

2-8 A model of dictionary use in CET(2)19

2-9 A continuum of research methods in dictionary use study23

3-1 A sociopsychological model of dictionary use in CET39

3-2 Maslow's hierarchy of needs(Kotler et al.,1999:247)41

3-3 The behavioural intentions model(adapted from Ajzen ＆ Fishbein,1980)42

3-4 Ownership:MCED ＆ CED vs.other CEDs47

3-5 Ownership:MCED vs.CED48

3-6 Motivation to buy CEDs50

3-7 Attitude towards CEDs52

3-8 Guide-reading for using CEDs53

3-9 Frequency:CEDs55

3-10 CED in CET:Frequency56

3-11 Satisfaction:CEDs in CET (Questionnaire)58

3-12 Training:Trained/Not trained60

3-13 Training:Necessity61

3-14 CCELD:Necessity63

4-1 "A psycholinguistic model of CET"and"A psycholinguistic model of dictionary use in CET"70

4-2 A model of psycholinguistic processes of CET(modified from Bell's translation process model,1991:46)71

4-3 A psycholinguistic model of dictionary use in CET79

4-4 Type of target lexical items89

4-5 Number of look-ups of target lexical items89

4-6 Type of target lexical items92

4-7 Number of look-ups of target lexical items92

4-8 CEDs vs.other dictionaries94

4-9 MCED ＆ CED vs.other CEDs96

4-10 MCED vs.CED97

4-11 Purposes of dictionary use:General99

4-12 Purposes of dictionary use:English usage information100

4-13 Components consulted102

4-14 Sources of expressions107

4-15 Means of utilizing dictionary information109

4-16 Choice of equivalents111

4-17 Effect of utilizing dictionary information112

4-18 Lexical items searched for114

4-19 Lexical items looked up115

4-20 Types of dictionary used116

4-21 Purposes of lookup117

4-22 Sources of expressions in translation118

4-23 Means of utilising dictionary information120

4-24 Choice of equivalents121

4-25 Effect of utilizing dictionary information123

0-1 General framework for establishing a model of a CCELD124

5-1 Mega-,macro-and microstructure of dictionaries(Hartmann,2001:59)128

8-1 A general model of a CCELD148

8-2 Megastructure of the CCELD150

8-3 The front matter of the CCELD151

8-4 The middle matter of the CCELD153

8-5 The back matter of the CCELD154

8-6 Type of headwords in terms of lexical nature157

8-7 Type of headwords in terms of lexical units157

8-8 Macrostructure of the CCELD158

8-9 Signposts used in MCED(1988:603)160

8-10 Definition format161

8-11 Types of usage information162

8-12 Phonetic information164

8-13 Mediostructure of the CCELD170

8-14 Access structure of the CCELD172

8-15 Distribution structure of the CCELD173