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1、附 英語詞匯學(xué)自學(xué)考試大里g英語詞匯學(xué)組編/全國高等教育自學(xué)考試指導(dǎo)委員會主編/張升語赦學(xué)與研完出版.社全國高等教育自學(xué)考試指定教材英語專業(yè)（本科段）O茉甫與作O蕪美圭 O現(xiàn)代書咅學(xué) O現(xiàn)代莢W語怯 善再畐I學(xué)O+語56丄広O英誥經(jīng)賢櫥識O*曾2電O”的經(jīng)買迭諺 O英甫耳故文無 O旅滿業(yè)壽違律 O甫言.又化1SBM 7-5600-1150-09 787560 011509 ISBN 7-5MW-II5O-O/G - 4MV 定價：12.90 兀全國高等教育自學(xué)考試指定教材英語專業(yè)（本科段）English Lexicology英語詞匯學(xué)（附:英語詞匯學(xué)自學(xué)考試大綱）全國鬲等教育自學(xué)考試指導(dǎo)委員會

2、組編盛維友編著外語教學(xué)與研究出版社Foreign Language Teaching And Research Press(屈)新登字155號圖書在版編目(CIP)故據(jù)英語詞匯學(xué).-北京:外語教學(xué)與研究岀版社，1997,8ISBN 7 - 5600 -1150 -0I.英 L張 虬英語-詞匯學(xué) N.H313中國版本圖書館CIP數(shù)據(jù)核字(96)第24482號版權(quán)所有翻印必究英語詞匯學(xué)(附：英語詞匯學(xué)自學(xué)考試大綱)編著：張維友V 責(zé)任:徐建中出版曩行：外語敬學(xué)與研究岀飯社出版發(fā)行ti址：北京西三環(huán)北# 19# (100089)址：http: /www. fltrp com. mft壽州市星河印刷廠

3、#. 880X I2JO 1/32強；9J25數(shù)，155干字次999年12月氟2版2000年】月第】次印聊； 70001-100100M號 ISBN 7 - 5600 - 1150 - 0/G-499價：12.90元如有印辱裝訂質(zhì)景冋明者，請與當(dāng)?shù)剜蛄瞎┮共块T聯(lián)系調(diào)換,組編前言當(dāng)您IT始閱瀆本書時，人類已經(jīng)邁人了 21世紀(jì)。這是一個變幻難測的世紀(jì)，這是一個催人奮進的時代，科學(xué)技 術(shù)飛速發(fā)展，知識更替日新月異。希望、困惑、機遇挑戰(zhàn)，隨時隨 地都有可能出現(xiàn)在每一個社會成員的生活之中。抓住機.遇，尋求 發(fā)展.迎接挑戰(zhàn)，適應(yīng)變化的制勝法寶就是學(xué)習(xí)依靠自己學(xué) 習(xí)，終生學(xué)習(xí)。作為我國高等教育組成部分的自學(xué)

4、考試，其職責(zé)就是在高等 教育這個水平上倡導(dǎo)自學(xué)、鼓勵自學(xué)、幫助自學(xué)、推動自學(xué)，為每一 個自學(xué)者鋪就成才之路，組織編寫供讀者學(xué)習(xí)的教材就是履行這 個職責(zé)的重要環(huán)節(jié)。毫無疑問，這種教材應(yīng)當(dāng)適合自學(xué)，應(yīng)當(dāng)有利 于學(xué)習(xí)者掌握、了解新知識、新信息，有利于學(xué)習(xí)者増強創(chuàng)新意識、 培養(yǎng)實踐能力、形成自學(xué)能力，也有利于學(xué)習(xí)者學(xué)以致用、解決實 際工作中所遇到的問題c具有如此特點的苫，我們雖然沿用了“教 材,這個概念，但它與那神僅供教師講、學(xué)生聽，教師不講、學(xué)生不 t，以“教為中心的教科書相比，已經(jīng)在內(nèi)容安排、形式體例，行文 風(fēng)格等方面都大不相同了。希望讀者對此有所了解，以便從一開 始就樹立起依靠自己學(xué)習(xí)的堡定信念

5、，不斷探索適合自己的學(xué)習(xí) 方法，充分利用已有的知識基礎(chǔ)和實際工作經(jīng)驗，最大限度弛發(fā)揮 白己的潛能達到學(xué)習(xí)的目標(biāo)。歡迎讀者提出意見和建議。祝每一位讀者自學(xué)成功。全國高等教育自學(xué)考試指導(dǎo)委員會1999 年出版說明騙寫高等教育自學(xué)考試教材是高等教育自學(xué)考試工作的一項 藻本建設(shè)。經(jīng)國家教育委員會同意，我們擬有計劃、有步衆(zhòng)地組 織編寫一批高等教育自學(xué)考試教材，以満足社會自學(xué)和適應(yīng)考試 的需要。英語詞匯學(xué)是為高峰墩育自學(xué)考試英語專業(yè)地編的 -套教材中的一種。這本教材是根據(jù)專業(yè)考試計刼，從造就和選 拔人才的需要出發(fā)，按照全國高等教育自學(xué)考試指導(dǎo)委員會鏡布 的英語詞匯學(xué)自學(xué)考試大綱的要求，堵合自學(xué)考試的特點，

6、 組織毫等院校1些專家學(xué)者集體編寫而成的。英語專業(yè)英語詞匯學(xué)自學(xué)考試敎材，是供個人自學(xué)、社 會助學(xué)和國家考試使用的?，F(xiàn)組織專家審定同意予以出版發(fā)行。 我們相信，H!著商教自學(xué)考試教材的陸埃出版，必將對我図高等 數(shù)育亨*的發(fā)展，保證自學(xué)考試的質(zhì)量起到積極的促進作用。編寫高等數(shù)育自學(xué)考試教材是一種新的嘗試，希墊得到社會 各方面的關(guān)懷和支持，使它在使用中不斷提高和日膝完看。全國高等赦育自學(xué)考試指導(dǎo)奏員會一元兀六年八月編者的話“英語詞匯學(xué)”是全國高等教育自學(xué)考試英語語言文學(xué)專業(yè) 本科段課程，是為培養(yǎng)和檢驗自學(xué)應(yīng)考者詞匯學(xué)的基本理論知識 和實際語言能力而設(shè)置的一門專業(yè)課程。英語詞匯學(xué)是專門 為本睬程編寫

7、的教材，主要內(nèi)容包括：一、詞匯的基本知識（第一章）；二、英語的親屬關(guān)系與英語詞匯的形成和發(fā)展（第二章）；三、間的形態(tài)錯構(gòu)和構(gòu)成方式（第三、四章）；四、詞的意義、語義關(guān)系和詞義的演變（第五、六、七、八 章）；五、英語習(xí)語（第九章）；六、英語詞典（第十章）。本敎材是根據(jù)髙等教育自學(xué)考試指導(dǎo)委員會1995年制訂的 英語專業(yè)考試計劃有關(guān)英語詞匯學(xué)的規(guī)定和要求編寫的。對象是 已獲得大專學(xué)歷進入本科段學(xué)習(xí)、具有較好的語言基礎(chǔ)知識的自 學(xué)應(yīng)考者行考慮到廣大讀者自學(xué)的特點，本教材注意理論剛述簡 潔明了，語言通俗易WL本教材包括詞匯學(xué)應(yīng)有的基本內(nèi)容，在全面介紹通匯學(xué)知識 的同時，力求突出實踐性和實用性.因此抵棄

8、理論性較強的個別 知識點，比如“語義成分分析二 對于重復(fù)或可有可無的內(nèi)容， 如“美國英語”也不進行專題論述。因為美國英活是英語的一部 分，其內(nèi)容已分散在其它各章節(jié)。修辭格在本教材中也未獨立成 章，而與本課程有關(guān)章節(jié)有機地結(jié)合起來。*。far峯米寞財工.Y-W-也律*?-* *N?KSSS眼K拠賣Mst!tt%&!.申暇 Y 遊任出JJE毋史 。玉領(lǐng)*妄用-女E掉鞍檢津帥牢旋 X風(fēng)aM瑚小譜WW需郴“査毎wm*祁枳爐.成槌ifcMs 田娥*同一 EsuyH-H學(xué),窶溶呂條室柘苔鮮飛XK私 盡格 郵 4f*4Mw 買 m 4*紫必*粉林史 卑卑懷単洲4法女女婚u-ffls芯“%留悵架迴W fiH牛

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10、告卻，曷金*繆史戀蜩比窟秘Jr企段雷期一毆孫y怎。粉tsfM IS妹羞MS.嶂截益其遂孑 25節(jié)蛙S受副聽聯(lián)汨蕓舊昏崖茄毯#四能 S黑壽fr嬢史咬戚躍. o 生牧圖而感気番矩M 如副蘇也*!皿匡ss Wte舗云咨披表祉格辭汨E舌只破醐川 “K漫*圧咪?應(yīng)ssft#Siioit Formsa(adj)AD. adv AmEadjectiveAnno Dotnini(a*r Christ) adverbAmerican Englishapprec Arab attr AusE B.C. BeackEBrE CCELD CEOappreciativeArabicattributiveAustrali

11、an EnglishBefore ChristBlack EnglishBritish EnglishColli ns Cobuild English Language Dictionary( 1987) A C/iinese-Eng/ish Dictionary, Revised Edition (1995)CHCH Di&lCOD colioq conj DAJ derog det EChineseChinese dialectTh Concise Oxford Dictionary 1982) colloquialconjunctionA Dictionary of American W

12、oms( 1975) derogatorydeterminerEnglishe-B- esp, et a! etc.euph F figG Grexempli grati&(for example) especiallyet alii(and others)et cetera(and on) euphemismFrenchfigurativeGermanGreekHin ibid i. e. inf int IrE IT JapL L2 LDCHindiibidemt from the same source)id est(that is)infinitiveinterjectionJrist

13、 EnglishItalianJapaneseLatinsecond languageIqngman Dictionary of Contemporary English (1987)n(N) n-ednounnoun + ednumODCIEnumeralOxford Dictionary of Current Idiomatic English , Vol. 2,1983OEOFONPerOld English Old French Old Norse Persianposspossessiveprepprepositionpronpronounrev.revisedScotEScotti

14、sh EnglishSbSomebodySpSpanishStandEStandard EnglishSthSomethingRussRussianTibTibetanVverbv-edpast participlev-erverb + erviintransitive verbv*ingverb 十 ingvolvolumevttransitive verbWBDThe World Book Dieticmary 1931)WNWDWebster $ New World Dictionary of the American Ianf(uafie 1980)WNDSWebster1 s New

15、 Diriionary of Sonymif 1978)WTNIDWebster9 s Third New Intemaiional Dictionary of the American Language (1961)CONTENTSIntroduction 1Chapter 1 Bask Concepts of Words and Vocabolary 61.1 What Is a Word 61.2 Sound and Meaning 71.3 Sound and Form 81.4 Vocabulary 101.5 Classification of Words 101.5.1 Basi

16、c Word Stock and Nonbaaic Vocabulary 111.5.2 Contem Words and Functional Words 161.5.3 Native Words and Borrowed Words 17Questions and Tasks 20Chapter 2 The Development of the English Vocabulary 232.1 The Indo-European Language Family 232.2 A Historical Overview of the English Vocabulary 252.21 Old

17、English(450-1150) 252.2.2 Middle English( 11504500) 262.2.3 Modern English( 1500 up to now) 282.3 Growth of Present-day English Vocabulary 302.4 Modes of Vocabulary Development 31Quesiions and Tasks 33Chapter 3 Word Formation I 373.1 Morphemes 373.2 Allomorphs 383.3 Typ of Morphemes 393.3.1 Frc of M

18、eaning 855.3. 】Grammatical Meaning and Lexical Meaning 865.3 2 Conceptual Meaning and Associative Meaning - 87Questions and Tasks 92Chapter 6 Sense Relations and Semantic Field 956 1 Polysemy 956.1.1 Two Approaches to Polysemy 966.1.2 Two Processes of Development 986.2 Homonymy 1006.2.1 Types of Hom

19、onyms 1006.2.2 Origins of Homonyms 1016.2.3 Differentiation of Homonyms from Polysemant 1026.2.4 Rhetoric Features of Homonyms 1026.3 Synonymy ， 1。36.3. I Definition of Synonyms 1046.3.2 Types of Synonyms 1046.3.3 Sources of Synonyms 1056.3.4 Discrimination of Synonyms 1076.4 Antonymy 1116.4.1 Type*

20、 of Antonyms 1116.4.2 Some of the Characteristics of Antonyms 1146.4 3 The Use of Antonyms 1166.5 Hyponymy *1176-6 Semantic Field 119Questions and Tasks 123Chapter 7 Changes in Word Meaning 1347.1 Types of Changes 13527.1.1 Extension 1357.1.2 Narrowing 1377.1.3 Elevation 1387.1.4 Degradation 1397.2

21、Causes o( Changes 1417.2.1 Extra-linguisticFactors 1417.2.2 Linguistic Factors 144Questions and Tasks 145Chapter 8 Meaning and Context 1498. 1 Types of Context 1498.1.1 Extra-linguistic Context 15081.2 Linguistic Context 1528.2 The Role of Context 1548.2.1 Elimination of Ambiguity 1558.2.2 Indicatio

22、n of Referents 1568.2.3 Provision of Clues* for Inferring Word-meaning 157Questions and Tasks 159Chapter 9 English Idioms 1629.1 Characteristics of Idioms 1629.1.1 Semantic Unity 1629.1.2 Structural Stability 1639-2 Classification of Idioms 1659.2.1 Idioms Nominal in Nature 1659.2.2 Idioms Adjectiva

23、l in Nature 1669.2.3 Idioms Verbal in Nature 1669.2.4 Idioms Adverbial in Nature * 1689.2.5 Sentence Idioms 1689.3 Use of Idioms 1699.3. Stylistic Features 1699.3.2 RhetoricaJ Features 1739.3.3 Variaiions of Idioms 176Questions and Tasks 179Chapter 10 English Dictionaries 8410. 1 Types of Dictionari

24、es 13410.1.1 Monolingual and Bilingual Dictionaries 18410. 1.2 Linguistic and Encyclopedic Dictionaries 18510.1.3 Unabridged.Desk and Pocket Dictionaries 18610 1.4 Specialized Dictionaries 18810 2 Use of Dictionaries 18810.2.1 Choice of Dictionaries 18810.2.2 Content of the Dictionary 19110.2.3 Use

25、o the Dictionary 19410 3 Three Good General Dictionaries 19510.3.1 Ixtngman Dictionary of ContemporaryEnglish(.LDCE) New Edition(1987) 19510.3.2 ColUna COBUILD English LanguageDictionary (CCELD) (1987) 19810.3.3 A Chinese-English Dictionary(Revised Edition) (CED) (1995) 200Questions and Tasks * 202S

26、uested Answers 205Reference Books 222英語詢匯學(xué)術(shù)語英漢對照裏227后記238英語詞匯學(xué)自學(xué)考試大綱2395Introduction0.1 The Nature and Domain of English LexicologyLexicology is a branch of linguistics, inquiring into the origins and meanings of words ( WNWD). English lexicology aims at investigating and studying the morphological

27、structures of English words and word equivalents, their semantic structures, relations, historical development, formation and usages.English lexicology is a theoretically-oriented course. It 2 chiefly concerned with the basic theories of words in general and of English words in particular. However,

28、it is a practical course as well, for in the discussion, we shall inevitably deal with copious stocks of words and idioms, and study a great many usage examples. Naturally, there will be a large quantity of practice involved.0.2 Its Relation to Other DisciplinesEnglish lexicology itself is a subbran

29、ch of linguistics. But it embraces other academic disciplines, such as morphology, semantics, etymology, stylistics, lexicography. Eflch of them has been established &s a discipline in its own right.Morphology is the branch of grammar which studies the structure or forms of words, primarily through

30、the use of movpheme construct. This is one of the major concerns of lexicology, for we shall discuss the irifleclions of words and word-fonnation and exani- ine how morphemes are combined to form words and words to form sentences.Etym&ogy is traditionally used for the study of the origins and histor

31、y of the form and meaning of words. Modem English is deli ved from the lanRuage$ of early Germanic tribes with a fairly small vocabulary. We shall study how this small vocabulary has grown into a huge modern English vocabulary and explain the changes that have taken place in the forms and meanings o

32、f words.Semantics is the study of meanings of different linguistic levels: lexis, syntax, utterance, discourse, etc. But lexicology will focus on the lexical level. The types of meaning and sense relations such as polysemy, homonymy, synonymy, antonymy, hyponymy and semantic field all belong to the

33、scope of semantic study and constitute an important part of lexicology.Stylistics is the study of style. It is concerned with the users choices of linguistic elements in a particular context for special effects. Among the areas of study： lexis, phonology, syntax, graphology. we shall concentrate on

34、lexis, exploring the stylistic values of words.Lexicography shares with lexicology the same problems: the form, meaning, origins and usages of words, but they have a pragmatic difference. A lexicographer task is to record the lan giiagc as it is used so as to present the genuine picture of words to

35、the reader, providing authoritative reference, whereas the student of lexicology is to acquire the knowledge and information of lexis so as to increase their lexical awareness and capacity of language use.Though English lexicology has a wide coverage of academic areas, our task is definite and consi

36、stent. That is to study English words in different aspects and from different angles.0.3 Methods of StudyThere are generally two approaches to the study of words, namely synchronic and diachronic. From a synchronic point of view, words can be studied nt a point in time, disregarding wliat- ever chan

37、ges might be taking place. For example. the word wife now means a married woman, esp. in relation to her husb/ind*. This is the current meaning. It has an obsolete meaning 1 woman*. which is only preserved in midwife housriuift, etc. However, if we take a diachronic perspective, we will consider the

38、 word historically, looking into its origin and changes in form and meaning. In this light, the word zvife evolved from the Old English form wif, meaning * woman, but later it became specialized in tbc course of development to the modern meaning *a married woman. In our linguistic inquiry into the E

39、nglish vocabulary, though our focus is on the synchronic description of words, we need the diachronic approach as a supplement, for a knowledge of historical develop， ment of (he vocabulary will definitely he of great help to us in our language study.0.4 Aims and Significance of the Courselanguage s

40、tudy involves the study of speech sounds, grammar and vocebultiry. Vocabulary has proved particularly important and certainly the most difficult. In the discussion of the relationship be* tween words and structure, Wilkins1972) asserts, * Without grammar very little can be conveyed, without vocabula

41、ry nothing can be conveyed. * The lexicologist McCarthy (1990) echoed the same message that no matter how well the student learns grammar, no matter how succe漆hilly he masters the sounds of a L2, without words to express a wide range of meanings, communication in that language cannot happen in any m

42、eaningful way. The role of vooibu- lary in communication calls for continuing vocabulary learning. Since English Lexicology deals with English vocabulary, this course will definitely be beneficial.A good knowledge of morphological structure of English words and ryle of word-form at ion will help lea

43、rners develop their personal vocabulary and consciously increase their word power. The information of the historical development and the principles of classification will give them a deeper understanding of word-meaning and enable them to organize, classify and store words more effectively. The unde

44、rstanding of the semantic strncnre; of words, the types of meaning and their sense relations will gradually raise their awareness of meaning and usages, and enable them to use words more accurately and appropriately. A working knowledge of dictionaries will improve learners * skills o( using referen

45、ce books and raise their problem-solving ability and efficiency of individual study. In a word, the study of lexicology will ultimately improve learners* receptive and productive skills in language processing as well as language production.Language teachers will find lexicology even more helpful. Wi

46、th some knowledge of lexicology. they will be able to handle the teach- ing materials, particularly those concerning words more profession- stly. They will be able to select mid organize materials to teach in a rnore effective way. For example, they can teach the rules of wordformation bit by bit an

47、d raise the students awareness of structures of words jio as to help them learn new words more quickly and remember better. They will be able Io make use of the different sense relations to group vocabulary, interpret words and explain meanings to the students. Their knowledge of dictionaries will p

48、rove invalu- Hble in their study and teaching as well. One or two good dictionar- 4ics plus skills of use will give a teacher ease, confidence and efficiency-Questions and Tasks1. What is lexicology?2. What is the nature and scope of English Lexicology?3. What subjects is English Lexicology correlat

49、ed with? And to what extent?4. Why should a student of English study English Lexicology?5ChapterBusic Concepts of Wordsand Vocabulax*yBefore we attempt any detailed discussion, it is necessary to clarify some basic concepts conceding words and vocabulary. The term ivord is an elusive notion, which d

50、etnands careful consideration at the outset. The relation between sound and meaning, between sound and form, and between words and vocabulary requires some discussion as well. In addition, we shall consider a few commonly recognised criteria for vocabulary classification and study each class of word

51、s to some extent in this chapter1.1 What Is a WordWhot is a word? This question has occupied the attention of lin- guiM5 for ages. Although numerous definitions have been suggested. none of them seem to be perfect. Scholars still do not agree on rhe definition of the word.When we talk about a word,

52、we tend to think in visual terms. In this line u word can be defined as a meaningful group of letters printed or written horizontally across a piece of paper. As defined in terms of spoken language, a word is viewed as a sound or combination of sounds which are made voluntanly with human vocal equip

53、ment. According to semamicists. a word is a unit of meaning. Grammarians, however, insist that a word be a free form that can function in a sentence, etc. To sum up, the definition of a word 6comprises the following points：(Da minimal free form of a language;(2) a sound unity;(3) a unit of meaning;(

54、4) a form that can function alone in a sentence.Therefore ( we can say that * a word is a minimal free form of a language that has a given sound and meaning and syntactic function*.Words can be simple and complex, yet all must comply with these criteria. Man and fine are simple, but they each have s

55、ound, meaning and syntactic function, and each can be used alone in a sentence. Naturally they are words. There are words which are complex such as mis- far tune and man age ment . Both are polysyllabic words and can function as * subject *, 1 object * and predictive, in a sentence. Though misfortun

56、e can be further divided as mis- and fortune , the former cannot stand alone as ft word. Similarly, manageninl sn be broken down as manage and ment , the latter cannot be used freely, either. Blackmail can be separated into black and mail , and both can work as independent units in a sentence ,the m

57、eaning of each, however, is by no means the combination of the two. Black is a colour, opposite to 4 white*, and mail denotes * something sent by post. yet when they are put together, the combined form means * compel, compulsion, to make payment or action in return for concealment of discreditable s

58、ecrets etc. Hence Mackmail is 8 different word (COD).1.2 Souud and MeaningA word is a symbol that stands for something else in the world. Each oi the worlds cultures has come to agree that certain sounds will represent certain persons, things, places, properties, processes and activities outside the

59、 language system This symbolic connection7 i almost always arbitrary, and there is * no logical relationship between the sound which stands for a thing or an idea and the actual thing and idea itadf9 (Lodwig and Barrett 1973). A dog is called a dog not because the sound and the three kttcrs that make up the word just automatically suggest the nnimal in question. h is only symbolic. The relationship between them is conventional because people of the same speech community have agreed to refer to