本文是一篇英语论文，本研究提出并阐释了外向型汉英词典的释义原则，即释义的国别实用性原则、释义中的语块原则、释义的多维性原则和释义的整体原则，尝试从认知的角度建构一个有助于语义认知的多维释义模式。
Chapter One INTRODUCTION
1.1 Research Rationale
According to the official website of the Confucius Institute, “more than 548 Confucius Institutes and 1,193 Confucius Classrooms have been constructed in 162 countries or regions worldwide; By August 2022, more than 180 countries and territories have adopted Chinese education, and more than 70 countries have incorporated Chinese into their own national educational systems. More than 4000 foreign universities have offered Chinese courses; 25 million people have studied Chinese; and 40 million people have participated in various Chinese examinations”. The impact of Chinese on the world has expanded throughout time. In light of this, it is positive to note that Chinese has recently increased in popularity, but the result is a lag in the production of the FOCED. It goes without saying that CFL learners place a high value on FOCED that enable them to learn Chinese, and it seems likely that they are also keen to locate a reliable foreign-oriented Chinese-English learning dictionary.
In contrast to Indo-European languages, Chinese is an isolated language that largely expresses grammatical meaning through the word order and function words due to its absence of forms and inflection. Additionally, the IWP are “one of the most significant and unique branches of Chinese words” (Shuai Ting 12; Yang Qiong 10; He Mingyue, 15), whose meaning is extremely intricate, “involving original sense, expanded sense, metaphorical sense, and metonymy sense, due to their intricate interaction between two morpheme meanings, between morpheme meanings and word meanings, as well as the interaction between the meanings of the two words before and after reverse order” (Duan Yiming, 2015: 21). IWP are not only a major teaching point or difficulty in the field of vocabulary acquisition for native learners, but also a key point and difficulty in learning and mastering Chinese vocabulary for CFL learners, which is a very important way to increase the vocabulary of learners. Moreover, the mix and selection of the morphemes reflect the distinctive cognitive structure of the Chinese people, and their word order is also reversible because they use the same morpheme to create new words by reversing word order, which causes huge changes in meaning and structure and ultimately makes CFL learners to become confused and assume falsely that the two words are identical but in the wrong order. More importantly, due to the characteristic of word formation: “reverse order”, IWP are in the opposite phonetic order, dispersed throughout the dictionary text, causing information dispersion that is particularly adverse to their learning. Therefore, it is argued that it is necessary to provide more proper FOCED for CFL learners.
1.2 Research Objectives and Significance of the Thesis
Using CBT, this thesis examines the fundamental semantic characteristics and internal rules of IWP and extracts their semantic cognitive structure. Through corpus research, the thesis can determine the types of errors produced by CFL learners as they learn IWP and analyze the causes of their cognitive errors in order to develop definition representations of IWP that better meet the needs of students. This thesis also examines the merits and downsides of the existing FOCEDs in terms of how they interpret IWP by analyzing dictionary texts. The objectives are to optimize and improve the way in which the FOCEDs interpret IWP and to try to reconstruct the existing definition model of IWP and build a more consistent model suitable for CFL learners from the perspective of cognitive semantics.
To accomplish these objectives, four questions will be answered.
A. What is the semantic cognitive mechanism underlying the Inverse-morpheme Words Pairs?
B. Why would CFL learners make errors when they learn the Inverse-morpheme Words Pairs?
C. In the previous foreign-oriented Chinese-English dictionaries, what are the advantages and disadvantages of the definition presentation of the Inverse-morpheme Words Pairs?
D. How does the thesis set up the semantic-cognitive defining model of the Inverse-morpheme Words Pairs in foreign-oriented Chinese-English dictionaries?
Chapter Two LITERATURE REVIEW
2.1 Previous Studies on IWP
IWP, a significant linguistic-lexical phenomena, emerged throughout the evolution of the Chinese language, first appearing in the vocabulary of ancient works like The Book of Poetry. Mr. Cen Shifu, a linguist, is the first to do research on IWP. In 1945, he released a paper titled “hé huǎn 和缓” or “huǎn hé 缓和”, which initiated the studies of IWP. From 1945 to 2021, around 300 articles were published on IWP. Before the 1980s, research on IWP was primarily a simple description and preliminary exploration of them; from the 1980s to the 1990s, research on IWP was in a period of continuous development and prosperity; since the 21st century, with the scholars’ continuous in-depth and meticulous research, the vast majority of researchers have explored the definitions, types, lexical properties, structures, meanings, and norms of IWP in authoritative language tools, such as the Modern Chinese Dictionary, the Modern Dictionary, the Modern Chinese Standard Dictionary, and the Modern Chinese Reverse Order Dictionary. IWP research can be described as quantitative and qualitative, with equal emphasis on description and interpretation, and a connection between ontology and application.
2.1.1 The Demarcation of the Definition of the IWP
The IWP is extensively stated and interpreted by the scholarly community, but there are significant discrepancies in the particulars, which have resulted in vastly varied IWP data collection and counting (as shown in Table 2.1).
2.2 Previous Studies on the Compilation of FOCEDs
At present, the study on FOCEDs is quite fruitful, showing diversified characteristics. From 1980 to 2004, the studies are centered on dictionary compilation; from 2005 to 2015, the studies are focused on dictionary ontology; and from 2016 to 2020, research on dictionaries are increased. The academic community has established a consensus on the issue of “internal Chinese” in FOCEDs, which proposes compiling C-E dictionaries with an external focus from the perspective of language learners. It is prohibited to compile dictionaries from the editors’ own perspective. Future development of FOCEDs should prioritize enhancing dictionary research from the learner’s standpoint.
2.2.1 Current Situation of the FOCEDs
Zhang Xiangming (2010) elaborated on the development of FOCEDs and representative FOCEDs, summarized the characteristics of the current dictionary development, including diversified types, rich cultural information, and strict restrictions on word collection, and combed the development process of dictionary research theory, which is primarily from experience summary to theoretical exploration of dictionaries. Zheng Dingou (2014) claimed that dictionaries for TCFL have three characteristics: sentence-based, low beginning point, and bilingualism, and he elaborated on each characteristic independently. He considered that sentence research, instruction, translation, and other components of the structured creation of a dictionary for learning Chinese should be expanded. Yang Jinhua (2015) classified FOCEDs as either closed, open, or communicative. He considered that the early philosophy behind the compilation of FOCEDs is immature and that the compilation systems are imperfect. Presently, the quantity and variety of FOCEDs are limited, as are the number of usable dictionaries. The majority of dictionaries are standard, which does not meet the needs of dictionary users, indicating that demand exceeds supply. Common and specialized dictionaries can be compiled for the use of learners. Tang Jianxin and Wu Kun (2018) outlined the research process for FOCEDs, emphasizing that the current research focus is on the interpretation technique and structure. Even though there have been numerous research advances, there are still many issues with the compilation of FOCEDs, such as lagging compilation practices, ambiguous positioning, and insufficient systematic summaries. At the same time, these are the primary issues with FOCEDs now available.
Chapter Three CORPUS RESEARCH OF IWP ................................. 34
3.1 The Conceptual Scope of IWP in the Thesis ........................................ 34
3.2 The Classification of the IWP in the Grading Standards ................................... 35
3.3 An Analysis of the Error Causes of the IWP ............................. 39
Chapter Four SEMANTIC COGNITIVE MECHANISM OF IWP ........................ 71
4.1 The Semantic Relationships of IWP ..................................... 71
4.1.1 The Semantic Link Between the two Component Morphemes ................ 71
4.1.2 The Semantic Link Between the Component Morphemes and the Word..........73
Chapter Five AN INVESTIGATION ANALYSIS OF THE DEFINITION OF IWP IN FOCEDS.................................... 94
5.1 An Overview of three authoritative FOCEDs .................................................... 94
5.2 An Investigation Analysis of the IWP in the FOCEDs ...................................... 96
Chapter Six CONSTRUCTION OF THE SEMANTIC COGNITIVE MODEL OF IWP IN FOCEDS
6.1 The Definition Principles
The definition of a FOCED should selectively highlight the semantic components with high cognitive display and depict the semantic structure comprehensively and accurately according to the properties of the words and the linguistic cognitive characteristics of the users. The following will discuss the principles of definition in the FOCEDs from four perspectives.
6.1.1 The Principle of Country-specific Practicality
According to Professor Zhang Yihua (2010), the problems with the current mainstream FOCEDs are largely due to the lack of nationalization of definition. In terms of cognitive psychology, linguistic sense is the fundamental cognitive base for learning to comprehend, grasp, and utilize all vocabulary while learning a language. However, since CFL students lack a sufficient sense of language or even a sense of language at all, they may be supposed to depend solely on what they have learned to recognize foreign words through the application of simple rules and the transfer of thought processes from their native language, or they may try to locate their Chinese counterparts at the level of seeking reciprocity. In this way, the negative transfer of native language sense will disturb the formation of learner language context to a large extent.
Chapter Seven CONCLUSION
7.1 Major Findings of the Thesis
The major findings of this study are in the following aspects:
A. The metonymy and metaphor have made significant influence on how to correctly grasp the real connotations of IWP, which exactly reveal the subtle meaning difference of one pair of IWP. The cognitive mechanism of “fù dān 负担—dān fù 担负” is the metonymy of the back and the shoulder, and most importantly the emotional metaphors, which are influenced by the specific cultural patterns including socio-historical traditions, customs, religious beliefs, habits, myths and legends, values and the influence of the physical and geographical environment. The cognitive mechanism of “yǎn hónɡ 眼红—hónɡ yǎn红眼” is the color metaphors, which is closely related to the cultural models, and vary from language to language, depending on the cultural background, historical context and natural environment of each nation. At the same time, the metonymy and metaphor information covered by the IWP should be activated with the corresponding background knowledge of Chinese cultural iconography. Moreover, the forward words and reverse order words of IWP with different structures will affect the order of morphemes input into spaces, and further affect the order of recognition of IWP, and finally affect the meaning formation of IWP.
B. The main factors for foreign Chinese learners' errors in learning IWP are that they are influenced by the negative migration and over-generalization of their native language, and the differences in word order, word-structure and lexicality are easily ignored, and most importantly, due to the influence of semantic priming and inverse-order priming in the cognitive process, the semantic relationship between morphemes and morphemes, the semantic relationship between morphemes and words, and the semantic relationship between the forward words and inverse-order words in the construction process of IWP can be easily confused.
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