大学汉英学习词典模式的构建PDF电子书下载

Chapter 1 Introduction 1

1.1 Research objective 1

1.2 Research rationale 2

1.2.1 Rationale for studying dictionary use in CET 2

1.2.2 Rationale for designing a CCELD 2

1.3 Research approach 3

1.4 Outline of the book 3

PART Ⅰ DICTIONARY USE STUDY 4

Chapter 2 Literature Review on Dictionary Use Study 5

2.1 Necessity of dictionary use study 5

2.1.1 Necessity of studying dictionary users 5

2.1.2 Necessity of studying dictionary use empirically 7

2.1.3 Summary 8

2.2 Research areas in dictionary use study 8

2.2.1 Hartmann's classification 8

2.2.2 Hulstijn ＆ Atkins's classification 9

2.2.3 Tono's classification 9

2.2.4 Cowie's classification 10

2.2.5 Summary 10

2.3 Research questions 11

2.3.1 Wiegand's research questions 11

2.3.2 Hartmann's review of hypotheses about dictionary users 12

2.3.3 Summary 12

2.4 Theoretical framework 13

2.4.1 Nesi's model 13

2.4.2 Scholfield's model 14

2.4.3 Hartmann's model 15

2.4.4 Bogaards's model 16

2.4.5 Luo,Wang and Cao's model 17

2.4.6 Summary 18

2.5 Research methodology 19

2.5.1 Hartmann's classification 20

2.5.2 Tono's classification 21

2.5.3 Summary 23

2.6 Main findings of dictionary use studies 26

2.6.1 Dictionary ownership,preference and frequency of dictionary use 27

2.6.2 Strategies in dictionary use 29

2.6.3 Factors affecting dictionary use 30

2.6.4 Degree of satisfaction with dictionary use 31

2.6.5 Effect of dictionary use 31

2.6.6 Training of dictionary use competence 32

2.6.7 Dictionary use in vocabulary acquisition 32

2.6.8 Studies on dictionary use in L1-L2 translation 34

2.7 Concluding remarks 35

Chapter 3 Sociopsychological Study on Dictionary Use 37

3.1 Research areas 37

3.2 Research questions 37

3.3 Theoretical framework 38

3.3.1 The model 38

3.3.2 The main factors 39

3.4 Research methodology:Questionnaire 45

3.4.1 Purpose 45

3.4.2 Participants 45

3.4.3 Material 46

3.4.4 Procedure 46

3.5 Research findings and discussion 46

3.5.1 Ownership of dictionaries 46

3.5.2 Motivation to buy dictionaries 49

3.5.3 Attitude towards dictionaries 51

3.5.4 Guide-reading for using dictionaries 52

3.5.5 Frequency of using dictionaries 55

3.5.6 Satisfaction with the use of dictionaries 57

3.5.7 Training in dictionary use 59

3.5.8 Necessity of and expectations on a CCELD 62

3.6 Concluding remarks 67

Chapter 4 Psycholinguistic Study on Dictionary Use 68

4.1 Research areas 68

4.2 Research questions:CET test 69

4.3 Research questions:Think-aloud protocol 69

4.4 Theoretical framework:Overview 69

4.5 Theoretical framework:A psycholinguistic model of CET 70

4.5.1 The model 70

4.5.2 Main components 72

4.5.3 Main procedures 76

4.6 Theoretical framework:A psycholinguistic model of dictionary use in CET 78

4.6.1 The model 78

4.6.2 The main procedures 80

4.7 Research methodology:CET test 81

4.7.1 Purpose 81

4.7.2 Participants 82

4.7.3 Material 82

4.7.4 Procedure 82

4.8 Research methodology:Think-aloud protocol 83

4.8.1 Purpose 83

4.8.2 Participants 83

4.8.3 Material 84

4.8.4 Procedure 85

4.9 Research findings and discussions:CET test 85

4.9.1 Target lexical items for dictionary use 85

4.9.2 Dictionaries used 94

4.9.3 Purposes of dictionary use 98

4.9.4 Dictionary components consulted 101

4.9.5 Utilization of dictionary information 103

4.10 Research findings and discussions:Think-aloud protocol 113

4.10.1 Target lexical items for dictionary consultation 113

4.10.2 Dictionaries used 116

4.10.3 Purposes of dictionary use 117

4.10.4 Utilization of dictionary information 118

4.11 Concluding remarks 123

PART Ⅱ MODEL BUILDING 124

Chapter 5 Theoretical Basis 126

5.1 Dictionary typology 126

5.1.1 Hartmann's typology of pedagogical dictionaries 126

5.1.2 The type of CCELD 127

5.2 Dictionary structure 127

5.2.1 Overview 127

5.2.2 Megastructure 129

5.2.3 Microstructure 129

5.2.4 Mediostructure 130

5.2.5 Access structure 130

5.2.6 Distribution structure 130

5.3 Dictionary models 131

5.3.1 Yuan's CELD model 131

5.3.2 Laufer's 'bilingual dictionary plus'model 133

5.4 Concluding remarks 135

Chapter 6 Empirical Basis 137

6.1 Results on sociopsychological factors 137

6.2 Results on psycholinguistic factors 138

6.3 Concluding remarks 139

Chapter 7 Dictionary Basis 140

7.1 Target users,purposes and features 140

7.1.1 MCED(1988) 140

7.1.2 CED(1997) 141

7.2 Overall information 142

7.2.1 Table of contents 143

7.2.2 Basic information 144

7.3 Entry information 145

7.4 Concluding remarks 146

Chapter 8 A Model of a CCELD 147

8.1 Overview 147

8.2 General principles 148

8.3 Specific principles on the CCELD 149

8.3.1 Principles on megastructure of the CCELD 149

8.3.2 Principles on outside matter of the CCELD 150

8.3.3 Principles on front matter of the CCELD 150

8.3.4 Principles on middle matter of the CCELD 152

8.3.5 Principles on back matter of the CCELD 153

8.3.6 Principles on macrostructure of the CCELD 155

8.3.7 Principles on microstructure of the CCELD 158

8.3.8 Principles on mediostructure structure of the CCELD 169

8.3.9 Principles on access structure of the CCELD 170

8.3.10 Principles on distribution structure of the CCELD 172

8.4 Concluding remarks 173

Chapter 9 Conclusion 177

References 180

Appendix Ⅰ Tools for Studying Dictionary Use in CET 189

Appendix Ⅱ Raw Data of the Study by Think-aloud Protocol 206

Appendix Ⅲ A Report on a Study on Dictionary Use in Vocabulary Acquisition 218

List of Tables 45

3-1 Participants 45

3-2 Ownership:MCED ＆ CED vs.Other CEDs 47

3-2 Ownership:MCED vs.CED 47

3-3 Motivation to buy CEDs 49

3-4 Attitude towards CEDs 51

3-5 Guide-reading for using CEDs 53

3-6 Frequency:CEDs 55

3-7 CED in CET:Frequency 56

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

3-9 Training:Trained/Not-trained 60

3-10 Training:Necessity 61

3-11 CCELD:Necessity 63

4-1 Participants 82

4-2 Participants 83

4-4 Type of target lexical items 89

4-5 Number of look-ups of target lexical items 89

4-7 Type of target lexical items 92

4-8 Number of look-ups of target lexical items 92

4-9 CEDs vs.other dictionaries 94

4-10 CEDs vs.other dictionaries 95

4-11 MCED ＆ CED vs.other CEDs 96

4-12 MCED vs.CED 97

4-13 CEDs vs.other dictionaries 97

4-14 Purposes of dictionary use:General 98

4-15 Purposes of dictionary use:English usage information 99

4-16 Components consulted 101

4-18 Sources of expressions 107

4-19 Means of utilizing dictionary information 109

4-20 Choice of equivalents 110

4-21 Effect of utilising dictionary information 112

4-22 Lexical items searched for 114

4-23 Lexical items looked up 115

4-24 Types of dictionary used 116

4-25 Purposes of lookup 117

4-26 Sources of expressions in translation 118

4-27 Means of utilizing dictionary information 119

4-28 Choice of equivalents 120

4-29 Effect of utilizing dictionary information 122

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

1 200

2 201

Tests of Normality 223

Test of Homogeneity of Variance 224

Ranks 224

Test Statisticsa,b 224

Multiple Comparisons 225

Dependent Variable:SCORE Tamhane 225

List of Figures 6

2-1 Relationship between compiler,user and dictionary 6

2-2 Nesi's model of dictionary use processes 13

2-3 Scholfield's model of dictionary use processes in comprehension 15

2-4 Hartmann's model of dictionary use processes 15

2-5 Bogaards's model of dictionary use processes 16

2-6 Luo,Wang and Cao's model of dictionary use processes 17

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 study 23

3-1 A sociopsychological model of dictionary use in CET 39

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 CEDs 47

3-5 Ownership:MCED vs.CED 48

3-6 Motivation to buy CEDs 50

3-7 Attitude towards CEDs 52

3-8 Guide-reading for using CEDs 53

3-9 Frequency:CEDs 55

3-10 CED in CET:Frequency 56

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

3-12 Training:Trained/Not trained 60

3-13 Training:Necessity 61

3-14 CCELD:Necessity 63

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 CET 79

4-4 Type of target lexical items 89

4-5 Number of look-ups of target lexical items 89

4-6 Type of target lexical items 92

4-7 Number of look-ups of target lexical items 92

4-8 CEDs vs.other dictionaries 94

4-9 MCED ＆ CED vs.other CEDs 96

4-10 MCED vs.CED 97

4-11 Purposes of dictionary use:General 99

4-12 Purposes of dictionary use:English usage information 100

4-13 Components consulted 102

4-14 Sources of expressions 107

4-15 Means of utilizing dictionary information 109

4-16 Choice of equivalents 111

4-17 Effect of utilizing dictionary information 112

4-18 Lexical items searched for 114

4-19 Lexical items looked up 115

4-20 Types of dictionary used 116

4-21 Purposes of lookup 117

4-22 Sources of expressions in translation 118

4-23 Means of utilising dictionary information 120

4-24 Choice of equivalents 121

4-25 Effect of utilizing dictionary information 123

0-1 General framework for establishing a model of a CCELD 124

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

8-1 A general model of a CCELD 148

8-2 Megastructure of the CCELD 150

8-3 The front matter of the CCELD 151

8-4 The middle matter of the CCELD 153

8-5 The back matter of the CCELD 154

8-6 Type of headwords in terms of lexical nature 157

8-7 Type of headwords in terms of lexical units 157

8-8 Macrostructure of the CCELD 158

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

8-10 Definition format 161

8-11 Types of usage information 162

8-12 Phonetic information 164

8-13 Mediostructure of the CCELD 170

8-14 Access structure of the CCELD 172

8-15 Distribution structure of the CCELD 173