实用词汇学论文

实用词汇学论文
实用词汇学论文

浅谈中国语言规划

——李宇明《中国语言规划论》读后感内容摘要:21世纪,发达国家和正在迅速发展的国家,纷纷跨入信息化时代,语言文字的信息化成为了国家信息化的关键,更是经济大国的整体风貌的体现。李宇明所著商务印书馆出版的《中国语言规划论》,是我所接触语言学书籍里面最具代表性的一本。他在书中通过对多篇文章的论述,明确的表述了自己的观点以及对现在所存在的问题的思考,引入我进入到了语言学里更为广阔的一片天地。

主题词:语言发展中国规划

语言是人类社会特有的现象。人们通过语言传递信息,表达感情。在人类社会发展和生活中,语言犹如空气和水一样必不可少。21世纪,发达国家和正在迅速发展的国家,纷纷跨入信息化时代,语言文字的信息化成为了国家信息化的关键,更是经济大国的整体风貌的体现。李宇明所著商务印书馆出版的《中国语言规划论》,是我所接触语言学书籍里面最具代表性的一本,他在书中通过对多篇文章的论述,明确的表述了自己的观点以及对现在所存在的问题的思考,引入我进入到了语言学里更为广阔的一片天地。

“语言规划”这个名称从词源史来说时间并不长,1957年美国哥伦比亚大学语言学家威因里希才第一次提出。《中国语言规划论》并不是第一本写语言规划的书,但却是具代表性的一本书,通过《中国当前语言文字工作任务》、《信息时代语言文字工作任务》、《信息时

代的中国语言问题》《语言学发展的新机遇》、《信息时代需要更高水平的语言文字规范》等多篇文章的论述,清楚的描述了自己的见解并阐述了时代赋予我国语言文字工作者的神圣使命。同时他的文章是站到时代高端去审视国家的语言问题。更值得我深深地了解到真谛。

1《中国语言规划论》的内容特点

1.1站位高,展现强烈的时代气息,这是《中国语言规划论》一书的一个重要特点。

中国正在向经济大国阔步迈进,中国的语言文字工作者必须站到时代潮头,与时俱进的思考自己的工作如何让才能跟历史车轮同进。一些“传统任务”的完成,比如普通话的推广、现行汉字的整理和汉语拼音方案的推行,也应提升到信息化的高度来统筹规划。

1.2有思路,明确提出自己意见,这是《中国语言规划论》一书的又一个重要特点。

《我国的语言生活问题》一文提出四个思路:其一,促使汉语成为国际强势语言;其二,争取汉语在虚拟世界里的地位;其三,处理好外语与母语的关系;其四,保护濒危语言。《通过语言文字规范标准的建设》的一文提出三个思路:其一,建设规范标准的理想体系;其二,建立科学的运作机制;其三,处理好刚与柔、学理与俗实、制定与维护、科学性与时效性等关系。诸如此类的论说,不可能全是创新,却表明了作者很有主见。

1.3讲品味,重视学术层面的探讨,这是《中国语言规划论》一书的再一个重要特点。

本书中的文章,或者偏重于讲工作,或者偏重于谈学术,或者甲中有乙、乙中有甲,但总体上都反映出了提高学术品位的美学理念。但最能说明问题的文章之一,也许就是《论母语》。文章指出:母语是个民族领域的概念,反映的是个人或民族成员对民族语言和民族文化的认同。母语直接指向民族共同语,但不指向共同语的地域变体,方言只能成为母言,不能视为母语;第一语言是人们“思维和交际的自然工具”,即所谓“自我表达的天然工具”,但与母语不是等同的概念。对于单一语言群体的母语问题,双语社会和双语家庭的母语问题,“母语失却”问题,文章从不听侧面展开了论说,其内容既是搞好语言文字工作的需要,其分析又同时反映出了讲求科学性的学术严谨。

2从《中国语言规划论》看当前中国的语言生活

2.1当前中国的语言生活的特点

根据书上所讲述的,我了解到,中国当今的语言生活总起来可以概括为16个字:生机勃勃,多姿多彩,矛盾交织、鱼龙混杂。所谓生机勃勃,多姿多彩,突出表现在新的语言现象、新的使用方式和新的使用风格上;所谓矛盾交织、鱼龙混杂,是说新的语言生活带来了许多新的矛盾和问题。但这些评价未必能让人接受,毕竟这种评价方面从来没有客观的标准。

2.1.1新的语言现象大量涌现。词汇是语言感知社会最敏锐的触角,社会的细微变化都会首先被词汇系统感知。近几年中国的巨大变化,带来了许多新鲜的事物和新潮的思想,从而把中国的语言生活推向了一个前所未有的开放状态,新词新语接踵涌现,词语的新意思新

用法令人目不暇接。

2.1.2大量“超规范”现象步入大众传媒。T恤、卡拉OK和应接不暇的传统与外来组合的词语,如今文字方面基本处于繁体字、简体字、二简字等并存的局面。这些外来语直接进入汉语交际圈。

2.1.3南方有影响的方言向北方“挺进”在影视界,方言也向普通话发起了攻势局面,一些地方性特色很浓的电视剧干脆制作出了方言、普通话两个版本。

由于当前特定的社会环境,这些现象再度复苏,并已为一些知识阶层所接受,在某种意义上可以说具有积极地作用。

2.2当前中国的语言生活的特点引发的思考

2.2.1对语言规范化的理解

当前中国语言生活的现状给我们带来不少思考。其中最大的问题是到底什么是语文规范化。吕冀平有一段话:语文规范化是一项涉及许多方面的系统工程,除国家有关机构中的管理人员外,语文工作者、教育工作者,特别是各种传媒工作者,对此都肩负着重要的任务。任务中应该强调一项,我觉得就是根据语言规范的科学理论去引导语言的约定俗成。实际上是在向我们表明,语言内部的规律永远在左右着语言的发展。语言研究应该探讨语言的这种内部机构,而这恰恰是过去注意不够的地方。

2.2.2语言规范化与语言现代化

人们在追求现代化生活的同时,也必然追求语言生活的现代化。于是就有了“语文现代化”的口号。规范化和现代化的关系十分密切。

没有规范化,语言使用上一盘散沙,很难说是现代化的标志。而另一方面,如果人们不追求语言生活的现代化,就会影响社会的正常交往。

2.2.3规范的层次性

社会各个集团对语言的运用的要求是不一样的。因此,我们觉得规范的正确是应该有层次的,这有点像数学上的近似数。优势我们可以采用他们的精确值,有时则可以取其近似值。所谓“南腔北调”的普通话或曰过渡性普通话就可以看作是这样的一种东西,想必这应该是个很有时间价值的概念

2.2.4规范的目标

规范只能是一个总体目标。它带有浓厚的理想化色彩。语音如此、词汇如此、语法也如此。规范有一个过程,人们对规范的认识也有一个过程,在确定规范目标时,我们要考虑到语言应用观对语言生活的影响。我认为,进行一次语言应用观的调查和分析,对于我们认识语言的规范性、确立新时期语言规范目标,具有重要意义。

从上面分析可以看出,目前中国语言生活的状况是有多重因素集结而成的。中国语言规划,从制定到实施,到获得良好结果,需要一辈接一辈众多有志之士、有识之士、有为之士,做出坚持不懈的努力。我想年轻的我们应该自觉承担历史重任,把握学术机遇,用自己的努力为我国的语言学事业尽微薄之力。

参考文献

[1]胡明扬1983 《语言与语言学》,湖北教育出版社

[2]郭熙1999 《中国社会语言学》,南京大学出版社

[3]吕冀平2000 《当前我国语言文字的规范化问题》,上海教育出版社

2012 英语词汇学论文 英文版

成绩 Root and Affixation of Lexicology Abstract: It’s important and permanent to master the vocabulary in the English learning. Everyone who has ever set foot on English realizes that it’s somewhat incredible for us to reciting numerous and difficult words. Nevertheless, there are some skills we should acquire to make word-recitation easier and more effective. This paper mainly discusses the using of vocabulary root and affix. Only by having a good knowledge of the roots and affixes, can we prosper our English vocabulary and further our English study. Key words: root; affixation; detailed analysis; difficult words 1Introduction: Blindly reciting numerous and difficult words is a total waste of time and energy. Especially, situation becomes worse for the college students with little words storage and non-interest. However, most of the English words are comprised with roots and affixes, which are limited, stable and short. If we acquire them, it will be much simpler and rapider for us to recognize the unfamiliar and difficult words through the analysis on roots and affixes. If we can master and know how to use them properly, it will be a big step for the further study of this foreign language. A road of a thousand miles begins with each single step, so does the English words. Now we are going to learn the root and affixation respectively. Definition is the basic form of a word which cannot be further analyzed without total loss of identity and it carries the main component of meaning in a word. By learning the roots, we will find it not complicated for us to understand the long and difficult words which we often encounter in the tough reading test. However long and tough the word is, we can divide it into several parts, the fundamental part is the root and then we can understand what it means and fluently blurt it out without repeating it. Here are some detail analyses of the examples: Internationalist: nation is the root which means country or state, inter- is prefix meaning between or interactive, -al is the suffix and the –ist is the suffix meaning the person. So you will quite simply find its meaning. Invigorate: the root is vigor similar to power and energy, in- means making sth have the function of verb, here is make sth vigor, -ate is the verb suffix. So invigorate is to make sth vigorous. Antecedent: -ced- is the root referring to motion or going forward, ante- is before, and –ent means somebody. So antecedent is somebody who moves ahead of us, the same as forefather or ancestor. Protract: -tract is the root like pulling sth or extending sth make it wider or longer, pro- is the prefix meaning “ahead”. After analyzing this word, we know that “protract” is similar to prolong meaning make sth longer or longer to live. A lot of words contain this root, such as detract, extract, subtract, attract, tractable, intractable, etc. Arbitrariness: arbitrary is the root indicating to randomness or out of order, -ness is the noun suffix. The profound meaning of learning roots is that you will find it much easy to memorize words because there are so many word share the same root. No matter how long and hoe difficult the word is, the basic meaning of the word is stable and unchangeable. If we recite words according the

词汇学论文

目录 1. 图式与图式理论.........................................................................................................................错误!未定义书签。 1.1 图式 (1) 1.2 图式理论的定义.................................................................................................................. 错误!未定义书签。 1.3 图式理论的起源与发展...................................................................................................... 错误!未定义书签。 2. 词汇 (2) 2.1 词汇的定义 (2) 2.2 词汇在英语教学中的重要性 (2) 3. 图式理论下的课堂词汇教学方法 (2) 3.1 当前初中英语课堂词汇教学现状 (3) 3.2 运用直观导入 (3) 3.3 设计brainstorming活动 (3) 3.4 创设真实情境 (4) 4. 结论 (4) 5. 参考文献 (4)

图式理论下的初中英语课堂词汇教学 摘要 词汇是英语这门语言的三要素(语音、词汇、语法)之一。美国著名教育家威尔金斯(Wilkins)在《语言学与语言教学》中提出: without grammar very little can be conveyed, without vocabulary nothing can be conveyed. ”词汇对语言学习的重要性是显而易见的。语言离不开词汇,交流更离不开词汇。然而,现在的初中英语课堂词汇教学存在一些不容忽视的问题,例如:词汇教学太过于枯燥呆板,学生没有兴趣学习。本文就现在中学课堂词汇教学问题出发,利用图式理论,创造积极活跃的课堂气氛,使学生更容易,更牢固的掌握习得词汇。 关键词:词汇教学图式理论初中英语 Abstract V ocabulary is the one of three factors ( phonetics、vocabulary、grammar) of English. The famous American educationist Wilkins once have put forward in Linguistic and Language Teaching :“ without grammar very little can be conveyed, without vocabulary nothing can be conveyed. ” W e can know the importance of vocabulary in language learning from this. Language learning can not separate with vocabulary, communication also can not. While there are some serious problem exist in the vocabulary teaching of medium school, such as: the vocabulary teaching is so bald, and there is not kinds of way to learn word, so students are not interested in learning vocabulary. This text is based on the problem, which exist in vocabulary teaching in medium school, using the Schema Theory to make a positive class and make students to learn vocabulary easier and more vicelike. Key words : vocabulary teaching Schema Theory junior English

英语词汇学总结(细致)

Chapter 1Word-Structure 1. The definition of morpheme 1.1 What is the smallest meaningful linguistic unit of language?- morpheme What are words composed of? - Words are formed by morphemes. A word is the smallest unit that stands alone to communicate meaning. 1.2 What are the Chinese equivalents对应词of morpheme? 语素词素-形位 2.1 Morphemes may be classified into free and bound. Free morphemes, also called content morphemes, may constitute words by themselves. These morphemes have complete meanings in themselves and can be used as free grammatical units in sentences. So we may say that free morphemes are free roots. Bound morphemes = Bound root + affixes, known as grammatical morphemes, must appear with at least one other morpheme, either free or bound. Bound morphemes are chiefly found in derived words, e.g. recollection, idealistic, ex-prisoner 2.2 Morphemes may also be classified into roots (or root morphemes) and affixes (or affixational morphemes). Task: (1) Read the following words and find the root in each word. heart, hearten, dishearten, heartless, hearty, heartiness, sweetheart, heartbroken, kind-hearted, whole-heartedly. (2) What is your definition of root? A root is the part of the word-form which remains when all the affixes have been removed. (3) Is a root necessarily a free morpheme? Why? 2.2.1 Two types of roots - Free root In English, many roots are free morphemes, such as black in black, blackboard, blacksmith. - Bound root However, there are quite a number of roots which cannot exist on their own and thus belong to the class of bound morphemes. For example, ceive in receive, conceive, perceive, deceive; mit in permit, commit, submit; tain in retain, contain, maintain; cur in recur, occur, incur, etc. these roots cannot be used to form new words. 2.2.2 Two types of affixes Affix is a collective term for the type of formative (构词成分) that can be used only when added to another morpheme. - Inflectional affixes (or inflectional morphemes) serve to express the following meanings: (1) plurality: e.g. -s in chairs, pens; -es in boxes, tomatoes; en in oxen. (2) the genitive case: e.g. ’s in boy’s, children’s. (3) the verbal endings: for example, a. -(e)s in words like eats, teaches shows the third person singular present tense. b. -ing in words like eating, teaching shows the present participle or gerund. c. -(e)d in words like worked, saved shows the past tense or past participle. (4) the comparative and superlative degrees: e.g. -er in words like smaller, harder; -est in words like smallest, hardest. - Derivational affixes (or derivational morphemes)can be further divided into prefixes and suffixes. ?(1) Prefixes are affixes before the root, e.g: unjust, rewrite. As a rule, most prefixes modify the meaning of roots, but not their parts of speech.

词汇学论文

The English Synonyms 1、Introduction English has the largest vocabularies and synonyms in the world because it absorbed many different languages from various kinds of countries. As Baugh says, the richness of English in synonyms is largely due to the happy mingling of Latin,French and native elements. 2、The origin of the English Synonyms 2.1 As early as the Anglo-Saxon period There were many borrowing words from other countries in Europe,such as Latin ("street","mile"...),Greek("priest","bishop"...),Celtic("crag","bin"...),and Scandinavian languages ("law","egg","thrall"...) and so on. 2.2 After the Norman Conquest A new kind of English language appeared,it called Norman English.The vocabulary doubled in that period because of the influx of French.French was widely used in the high society at that time in especial.For example, there were many words about eating:sugar,vinegar,boil,fry,roast and so on.About dressing,there were "garment", "robe", "mantle", "gown"and so on.About law,there were "plaintiff", "perjury" and so on. About religions,there were "convent", "hermitage", "chaplain", "cardinal" and so on. About social status,there were also some words to be expressed ,such as "prince", "count", "major" and so on. Ancient British people adopted a plenty of French vocabularies to express their feelings,behaviors and living. However,there were many words having same meanings between French vocabulary and the pre-existing Anglos-Saxon vocabulary,so a lager number of synonyms appeared. When the people wanted to say something,they can use the pre-existing Anglo-Saxon vocabulary.For example,"cure" and"heal',"table"and"board","poignant"and"sharp","labor"and"work","mirror"and"gla ss", "assemble"and"meet", "power"and"might" etc. 2.3 In the Renaissance

词汇学论文

题目: Semantic Change of English Words 学期2011/2012学年第一学期 科目英语词汇学 班级 学号 姓名

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词汇学论文

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英语词汇学期末论文

英语词汇学期末论文 题目:浅析英语词汇巧记法 专业:英语 班级:13级3班 学号:201313010309 姓名:黄旷静 完成时间:2015年1月14号

浅析英语词汇巧记法 摘要:词汇是英语学习的基础,没有足够的词汇量就不可能高水平的掌握英语这门外语,而浩瀚的词汇海洋让很多人望而生畏。尽管花费了大量时间精力去背,记忆的效果却差强人意,原因就在于没有使用科学的方法记忆词汇。其实,世间万物都是有规律性的,英语单词的组词与构词方法也有规律,了解了它的规律有利于我们有效甚至高效学习英语单词。为了提高单词记忆的效率,本文从不同方面介绍几种记忆方法。 关键词:词汇科学记忆规律效率 一.读音记忆法 1.拼读法 英语是拼音文字,英语中的单词的读音大多是有规律的,熟悉字母及字母组合的发音规则,掌握正确的拼法与读音之间的关系,可以根据单词的读音,降低记忆难度,正确地拼写单词。 例如ay读[ei]。带有ay字母组合的词,如say,day,way,pay,may,play,spray,不仅发音容易,而且拼写也没有任何困难。Sh ch tion ture 等也都有固定读音,ee发音为i: culture 文化pasture牧场mature 成熟的architecture 建筑学带有true的单词也都能很方便的记忆下来

2.谐音法 尽管有些人认为用这种谐音记忆法记忆单词不科学,不利于正确掌握发音,但实践证明,对尚未掌握外语的构词特点和记词规律的初学者来说,采用谐音法记单词确实能有效地记住一部分难记的单词。但是,在用谐音法记单词时需要特别注意,绝不可将其作为模仿发音的依据,只能作为记忆单词时的谐音联想手段,以加强记忆,而必须按照单词的标准发音去读记,以避免这种记词法干扰正确发音。用谐音法记单词是,根据外语单词的读音到中文中寻找与其读音相似的谐音,寻找到谐音与单词的联系。用这种方法甚至可能达到终身不忘,这也正是谐音记忆法的绝妙之处。 例如:mouth嘴[联想:说话“冒失”的就是嘴] think想[联想:想时要“深刻”] 二.联想法 1.拆分联想 科学研究表明:联想是记忆的基础。世界著名的生理学家巴甫洛夫指出:"记忆要依靠联想,而联想则是新旧知识建立联系的产物。”联想法是联想记忆的进一步运用和发展。它是指学习者展开积极丰富的想象力,使所要记忆的知识生动、形象化,通过联想在新旧知识(如英语熟词词义与生词词义)之间建立起一种联系,从而达到以旧带新、快速记忆的目的。

词汇学论文

词汇学论文

英汉词汇文化内涵对比研究 摘要 词汇是语言的载体,是沟通和交流的基础,是文化的组成部分,同时也具有文化内涵。文化,是语言发展的成果,是社会意识形态的集中反映,影响着社会生活,也影响着词汇的发展和变迁。英汉词汇因所属国的文化历史国情不同而具有不同的文化内涵,集中体现在构词、语义和词义上等等。本文通过分析对比英汉词汇文化内涵上的差异及其原因,旨在指导读者正确认识不同语言间的文化差异,更好地联系文化内涵深入地了解词汇的相关知识,从而在对语言的把握上提高一个层次。 关键词:词汇,对比,文化内涵,文化差异 1. 引言 人类社会在发展过程中产生了语言和文化,在语言的各个组成成分中,最能反映民族文化特征的是该民族语言的词汇,词汇背后反映的是该民族的文化认知方式。英汉词汇因本民族的文化成就而有所差异,通过对比研究这两种语言的文化内涵,不仅可以凸显被对比语言的共性和特性,有重要的学术价值,也有利于有针对性地制定学习和教学策略,更可以为语言的综合研究提供相关资料,为词汇学的发展做出积极贡献。 2. 文化内涵 2.1 文化内涵的定义 英国人类学家爱德华·泰勒于1871年提出——文化是一个复合整体,包括知识、信仰、艺术、道德、法律、习俗以及作为一个社会成员的人所习得的其他一切能力和习惯。这是以后文化被重复和扩展定义的基础。文化具有传承性,动态性,民族性和多样性,文化作为一种历史现象,不同民族拥有不同文化,不同的文化之间既有共性又有个性。语言作为文化的载体,语言的使用离不开作为社会河文化成员的人以及使用的语言环境。 2.2 文化与词汇的联系

在社会生活中,常见的词语有“酒”,“老”,“个人主义”,“外国人”等等。在中国历史上,酒的悠久历史是与中国传统的农耕国家文化不可分离的。酒的饮用不仅是农耕文明发展的一个表现,也是社会进步的具体表现,更是直接与人们的喜怒哀乐和国家的兴旺存亡有关,“葡萄美酒夜光杯”“煮酒论英雄”等等;但是“酒”在英语中的文化内涵比较单一,在更大程度上被看成一种不良嗜好,和罪恶联系在一起的程度远大于和豪情壮志,文学创作的关联度,从西方屡次下达的“禁酒令”可窥一斑。而且汉语的“老”的文化内涵也要远远多于英语,可以指年岁大,年代久远,陈旧,原来的,颜色深,老子的简称,变老,死亡,经常,很,还可用作前缀(用于称人、排行次序、某些动、植物名)。再比如,个人主义,“Individualism”,在汉语中是个贬义词,因为在中国社会中,群体利益更为重要,牺牲个人以服从集体是典型的儒家思想。但在英语中,用英英释义如下,1.the quality of being individual; "so absorbed by the movement that she lost all sense of individuality" 2. a belief in the importance of the individual and the virtue of self-reliance and personal independence 3.the doctrine that government should not interfere in commercial affairs. 这个词最开始是被爱默生所使用的,是被西方人普片接受的价值观,它的存在与西方所特有的外向型文化有着千丝万缕的联系。 3.2 委婉语 委婉语在汉语中指“人们在交际和交流中希望找到一种合适的表达方式,即使双方能够顺利完成交际,又使双方感到此次交际是愉快的。”在英语中指“an inoffensive or indirect expression that is substituted for one that is considered offensive or too harsh.”虽然英汉两种语言中都存在委婉语,但在实际使用中由于各自的社会文化背景不一样,在使用范围和表现手法上也是有所差异的,主要体现在委婉程度和委婉借用手法上。如“死亡”,在汉语中有“牺牲”,“去世”,“安息”等等,在英语中,有“to be called”,“to be at rest”,“with God”等等。此外,还有军事委婉语,在伊拉克战争中,美军着力粉饰太平,如Pre-emptive strike(先发制人的攻击),Iraqi Freedom(自由伊拉克),surgical strikes(外科手术式击打),civilian casualties(平民伤亡)等等。此外,英语中还有结构式委婉语和虚拟语气。

英语词汇学论文(浅谈英语词汇的发展)

英语是当今国际性最强的语言。对学习英语的人来说,简单了解一下英语词汇的发展过程,对英语知识的掌握会是一个很大的促进。英语是当今国际性最强的语言。在全世界用得最广的10种语言中,英语居首,虽然说汉语的人数占世界首位,但说英语的人在世界上分布最广。对学英语的人来说,简单了解一下英语词汇的发展过程,对学习英语不仅是一个很大的促进,而且随着英语在我国经济、商业各部门的地位Et趋重要,对英语词汇的发展有个大概的了解,会为较快地扩大词汇量,掌握更多的英语知识铺平道路。一种民族语言及其词汇的发展与民族的历史密切相关。要了解英语词汇的发展史,不可避免地跟整个英语的发展史,及至英国的历史是密不可分的。不列颠群岛的最早居民是克尔特人。公元前55年,罗马人在凯撒大帝的率领下入侵不列颠群岛,克尔特人被赶入威尔士和苏格兰的深山之中。这一时期,在英国历史上称为罗马占领时期。直到公元410年,罗马占领时期才告结束。随后,来自德国北部平原的三个13耳曼部落盎格鲁人、撒克逊人和朱特人开始来到不列颠定居,英语就是盎格鲁——撒克逊人的语言。语言史家一般把英语的历史分为三个时期:古英语时期;中古英语时期;现代英语时期。一、古英语时期:又称盎格鲁——撒克逊时期。13耳曼部落在不列颠定居以后,各自占领了一地区。盎格鲁人占领了泰晤士河以北的英格兰大部地区和苏格兰的低地;撤克逊人占领了泰晤士河以南的大部分地区;朱特人占领了肯特郡一带地区。由于全国长期没有统一,所以,古英语时期存在着多种方言,其中撒克逊语曾一度占主导地位,在英语形成过程中起了重要作用。古英语的词汇有着浓厚的13耳曼语族的特点,这主要表现为复合法是重要的构词方法,复合词在古英语词汇中占有显著地位。据统计,在英语史诗《贝奥伍夫》的3000行诗句中,竞有1069个复合词,像fifteen,Sunday,Monday等都在其中。古英语时期有两个重要历史事件给英语词汇带来较大影响。第一件事是基督教传人英国。公元597年,一个名叫奥古斯丁的牧师从罗马来英国传教,罗马文化随着基督教传人英国。与此同时,一批拉丁词汇进入英语,像表示家庭用具的词如kettle,cup;表示植物名称的词有pear,beet;以及street,wall,wine等。此外,还有大批与宗教有关的拉丁词汇进入英语,像creed,pope,priest,gospel等。第二件事是北欧人人侵英国。从公元790年开始,大量斯堪的纳维亚人在英国定居,丹麦国王卡纽特还一度成为英国的君主。斯堪的纳维亚人和英国人交往频繁,很多斯堪的纳维亚词汇进入英语。这表现在:1、英语中的一些常用代词(they,them,their,both,same等)都来自斯堪的纳维亚语。2、与普通百姓的13常生活有关的很多词汇来自斯堪的纳维亚语。如:名词有anger,egg,fellow,gate,husband等;形容词有happy,ill,weak,wrong等;动词有call,get,give,lift,raise等。这些斯堪的纳维亚词汇至今仍在英语中广泛使用。二、中古英语时期:公元1066年,诺曼人在威廉率领下,横渡英吉利海峡,在哈斯丁战役中击溃了盎格鲁撒克逊军队。英王哈罗德战死,英国被征服,这在历史上称为诺曼征服。诺曼征服对英语的发展有巨大的影响。早在诺曼征服以前,法语词汇就开始进入英语。英法两国隔海相望,历史上两国交往频繁,在古代和中世纪,两国的王室、贵族通婚时有发生。以诺曼征服为起点的中古英语时期,约有10000多法语词汇进入英语,其中75%流传至今并仍在使用。诺曼征服以后,英国结束了分裂状态,置于中央集权的封建制度统治之下。诺曼人占据了教会和政府的一切重要职务。以后的二、三百年间,诺曼法语成为英国的官方语言,普通人仍然说英语,但英语的文字记载几乎中断。直到1204年以后,英语才逐渐恢复主导地位。15世纪,伦敦标准方言兴起。这一时期,英语词汇的变化相当显著,由于诺曼法语度是英国统治阶级的语言,大批法语词汇涌入英语,这在政治、宗教、法律、军事、社交、服饰、饮食——凡是与统治阶级有关的一切领域都有反映。法语词成为这些领域所用词语的主体。据说,一个受过相当教育的英国人,即使没

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