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題名 以語料庫為本之兩個近義詞異同之研究:Awful和Terrible
A Corpus-Based Study on the Differences and Similarities of Two Near-Synonyms: Awful and Terrible作者 李品儀
Li, Pin-Yi貢獻者 鍾曉芳
Chong, Saw-Fong
李品儀
Li, Pin-Yi關鍵詞 語意韻律
語料庫語言學
近義詞
數據驅動學習
semantic prosody
corpus linguistics
near-synonyms
data-driven learning日期 2023 上傳時間 1-Dec-2023 13:44:04 (UTC+8) 摘要 這項研究深入探討了兩個相似的單詞 "awful" 和 "terrible" 的使用方式，並利用語料庫數據進行分析，專注於它們之間的異同。我們首先使用線上詞典來區分它們的不同詞義和用法。接著，我們手動分析了800個隨機選擇的詞語索引列，關注了它們的語義特點。 研究結果顯示，儘管 "terrible" 通常與負面情境相關聯，但它也可以用於中性情境和積極情況，而 "awful" 則更廣泛地適用於不同情境。然而，儘管它們有相似的詞義，但並不一定可以互換，這取決於上下文。簡而言之，它們可能在不同語境中傳達不同的意思。 此外，我們引入了一個基於數據的學習課程，以幫助英語學習者更好地理解這兩個單詞的使用差異。這個課程結合了真實英語用法和研究數據，並提供了比較這些近義詞的任務，以幫助學習者更自信地選擇適當的詞語。
This study illustrates a corpus study and an application of a data driven learning lesson plan, focusing on the two near-synonyms awful and terrible. The primary objective of the paper is to scrutinize the similarities and differences between the two near-synonyms: awful and terrible utilizing data gathered from both COCA (the Corpus of Contemporary American English) and BNC (The British National Corpus). As an initial step, online dictionaries were mainlyserved as the primary resource for discerning different word meanings and classifications. Subsequently, we conducted a manual analysis of eight hundred randomly selected concordance lines, paying close attention to aspects such as the semantic prosody and word meanings. The finding unveiled a notable contrast: while terrible primarily with negative collocates. These refer to not only negative context but also positive instances cases which lacked specific positive or negative. Moreover, the results indicated that both near-synonym share a few of the identified meanings, including ‘extremely bad’, ‘inspiring fear, great fear’, and ‘very great or extreme’. However, while they may share similar meanings, the near-synonyms are not always interchangeable, as evidenced by the semantic prosody. These words convey distinct implications based on the contextual nuances. It becomes evident that awful is comparatively employed more frequently, due to its adaptability across a broader spectrum of contexts. However, to enhance comparison of vocabulary and near-synonyms among English learners, this study introduces the application of a data-driven learning lesson plan. This plan integrates authentic English usage with the data collected from the research, creating tasks in which learners will be required to make comparison between these near-synonyms.參考文獻 Abdurrahman, I. (2018). The Ability of EFL Students to Differentiate between Homonymy and. Polysemy. Bernardini, S. (2004). Corpora in the classroom, in How to Use Corpora in Language Teaching, ed. J. M. Sinclair (Amsterdam; Philadelphia, PA: John Benjamins), 15–36. BNC, Consortium. (2007). The British National Corpus, XML Edition, Oxford Text Archive. http://hdl.handle.net/20.500.12024/2554. Boers, F. (2013). "Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration." Language Teaching, 46. https://doi.org/10.1017/S0261444811000450. Ben Ghozlen, B. (2022). 'A man is known by the company he keeps': A critical overview of semantic prosody. Legon Journal of the Humanities, 33, 59-79. https://doi.org/10.4314/ljh.v33i2.3. Boontam, P. (2022). "The Effect of Teaching English Synonyms through Data-Driven Learning (DDL) on Thai EFL Students’ Vocabulary Learning." Shanlax International Journal of Education, vol. 10, no. 2, 80–91. Boulton, A. (2010). "Data-Driven Learning: Taking the Computer Out of the Equation." Language Learning, 60(3), 534–572. https://doi.org/10.1111/j.1467-9922.2010.00566.x. Boulton, A., & Thomas, J. (2012). Corpus language input, corpus processes in learning, learner corpus product. Introduction, 250–2012. Masaryk University Press. https://hal.science/hal-00683775/document. Cambridge Dictionary (2022). Cambridge: Cambridge University Press. https://dictionary.cambridge.org. Cheng, W. (2013). "Semantic Prosody." In The International Encyclopedia of Linguistic. Semiotics, 10.1002/9781405198431.wbea11062. Chung, S. F. (2011). "A corpus-based analysis of 'create' and 'produce'." Chang Gung Journal of. Humanities and Social Sciences, 4(2), 399-425. Corino, E., & Onesti, C. (2019). "Data-Driven Learning: A Scaffolding Methodology for CLIL and LSP Teaching and Learning." Frontiers in Education, 4:7. https://doi.org/10.3389/feduc.2019.00007. Cruse, D. A. (1986). Lexical Semantics Cambridge: Cambridge University Press. Cruse, A. (2006). A Glossary of Semantics and Pragmatics. Edinburgh: Edinburgh University Press. Crystal, D. (2003). A Dictionary of Linguistics and Phonetics (5th ed.). Oxford: Blackwell Publisher. LTD. Davies, M. (2008). The Corpus of Contemporary American English (COCA). Available online at. https://www.english-corpora.org/coca/. Di Marco, Hirst, & Stede (1998). "The Semantic and Stylistic Differentiation of Synonyms and Near-Synonyms." Edmonds, P., & Hirst, G. (2002). Near-synonymy and Lexical Choice . https://www.cs.toronto.edu/pub/gh/Edmonds+Hirst-2002.pdf Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A Comprehensive Grammar of the English Language. London: Longman Group Limited. Greenbaum, S., & Quirk, R. (1990). A Student's Grammar of the English Language* Longman. Hacker (2022). In Merriam-Webster.com. Retrieved from https://www.merriam- webster.com/dictionary/hacker. Hoffmann, K. (2014). "A corpus-based analysis of the near synonyms 'Nice,' 'Kind,' 'Lovely,' 'Friendly,' 'Gorgeous,' and 'Pleasant." 122228 BA Paper–Usage-based approach to linguistic investigations. Wien, Universität. Hu, H. C. (2015). "A semantic prosody analysis of three adjective synonymous pairs in COCA." Journal of Language and Linguistic Studies, 11(2), 117-131. Jackson, H., & Amvela, Z. E. (2007). Words, Meaning and Vocabulary: An Introduction to Modern English Lexicology (2nd ed.). Bloomsbury Academic. Johns, T. F. (1991). "Should You Be Persuaded: Two Examples of Data-Driven Learning. Materials." English Language Research Journal, No. 4, 1-16. Johns, T. F. (1994). "Perspectives on Pedagogical Grammar: From Printout to Handout: Grammar and Vocabulary Teaching in the Context of Data-Driven Learning." Kim, M. (2020). "A Qualitative Analysis of EFL Learners' Discrimination of Near-Synonyms in a Data-Driven Learning Task." English Teaching, 75, 25-47. https://doi.org/10.15858/engtea.75.3.202009.25. Koosha, M., & Jafarpour, A. A. (2006). "Data-Driven Learning and Teaching Collocation of Prepositions: The Case of Iranian EFL Adult Learners." Asian EFL Journal, 8(4), 192-209. Lertcharoenwanich, P., & Phoocharoensil, S. (2022). "A Corpus-based Study of the Near- Synonyms: Purpose, Goal, and Objective." rEFLections, 29(1), 148–168. https://doi.org/10.61508/refl.v29i1.258872. Louw, B. (1993). "Irony in the Text or Insincerity in the Writer? The Diagnostic Potential of Semantic Prosodies." In M. Baker, G. Francis, & E. Tognini-Bonelli (Eds.), Text and Technology: In Honour of John Sinclair (pp. 157–75). Amsterdam, Netherlands: John Benjamins. Louw, B. (2000). "Contextual Prosodic Theory: Bringing Semantic Prosodies to Life." In Words in Context: A Tribute to John Sinclair on His Retirement, ed. by Chris Heffer and Helen Sauntson, 48-94. *English Language Research Discourse Analysis Monograph No. 18, CD-ROM*. Birmingham: University of Birmingham. Lyons, J. (1968). Introduction to Theoretical Linguistics. London: Cambridge University Press. Lyons, J. (1981). Language and Linguistics: An Introduction. Cambridge, [Cambridgeshire]; New York: Cambridge University Press. Nesi, H. (1994). "The Use and Abuse of EFL Dictionaries: How Learners of English as a Foreign Language Read and Interpret Dictionary Entries." Thesis, Swansea University. Retrieved from http://cronfa.swan.ac.uk/Record/cronfa42801. Partington, A. (2004). "Utterly Content in Each Other’s Company: Semantic Prosody and Semantic Preference." International Journal of Corpus Linguistics, 9, 131-156. https://doi.org/10.1075/ijcl.9.1.07par. Rasikawati, I. (2018, November 30). "Corpus-based data-driven learning to augment L2 students’ vocabulary repertoire." International Dialogues on Education: Past and Present. Retrieved from https://eric.ed.gov/?id=EJ1245249. Schmitt, N. (2010). Researching Vocabulary. https://doi.org/10.1057/9780230293977. Sinclair, J. (1987). "Classroom Discourse: Progress and Prospects." RELC Journal, 18(2), 1–14. https://doi.org/10.1177/003368828701800201. Sinclair, J. (2004). Trust the Text: Language, Corpus, and Discourse. London: Routledge. Sowers-Wills, S. (2018). "A Corpus Study of Near-Synonyms and Their Lexicographic Representation." Indiana University Linguistic Club Working Papers, 18(1). Stubbs, M. (1995). "Collocations and Semantic Profiles: On the Cause of the Trouble Quantitative Methods." Functions of Language, 2, 1-33. Taylor, J.R. (2003). "Near Synonyms as Co-Extensive Categories: ‘High’ and ‘Tall’ Revisited." Language Sciences, 25, 263-284. Wongsinkongman, K. (2016). "A Corpus-Based Study of the English Synonyms COMPLETE, ACHIEVE, AND ACCOMPLISH." Thesis Archive. Retrieved on January 17, 2022. Viera, R. T. (2016, January). "The Importance of Vocabulary Knowledge in the Production of Written Texts: A Case Study on EFL Language Learners." Retrieved from https://www.researchgate.net/publication/316148312_The_importance_of_vocabulary_knowledge_in_the_production_of_written_texts_a_case_study_on_EFL_language_learners. Yeh, Y., Liou, H. C., & Li, Y. H. (2007). "Online Synonym Materials and Concordance for EFL College Writing." Computer Assisted Language Learning, 20(2), 131-152. 描述 碩士
國立政治大學
英國語文學系
110551024資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110551024 資料類型 thesis dc.contributor.advisor 鍾曉芳 zh_TW dc.contributor.advisor Chong, Saw-Fong en_US dc.contributor.author (Authors) 李品儀 zh_TW dc.contributor.author (Authors) Li, Pin-Yi en_US dc.creator (作者) 李品儀 zh_TW dc.creator (作者) Li, Pin-Yi en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-Dec-2023 13:44:04 (UTC+8) - dc.date.available 1-Dec-2023 13:44:04 (UTC+8) - dc.date.issued (上傳時間) 1-Dec-2023 13:44:04 (UTC+8) - dc.identifier (Other Identifiers) G0110551024 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/148532 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 110551024 zh_TW dc.description.abstract (摘要) 這項研究深入探討了兩個相似的單詞 "awful" 和 "terrible" 的使用方式，並利用語料庫數據進行分析，專注於它們之間的異同。我們首先使用線上詞典來區分它們的不同詞義和用法。接著，我們手動分析了800個隨機選擇的詞語索引列，關注了它們的語義特點。 研究結果顯示，儘管 "terrible" 通常與負面情境相關聯，但它也可以用於中性情境和積極情況，而 "awful" 則更廣泛地適用於不同情境。然而，儘管它們有相似的詞義，但並不一定可以互換，這取決於上下文。簡而言之，它們可能在不同語境中傳達不同的意思。 此外，我們引入了一個基於數據的學習課程，以幫助英語學習者更好地理解這兩個單詞的使用差異。這個課程結合了真實英語用法和研究數據，並提供了比較這些近義詞的任務，以幫助學習者更自信地選擇適當的詞語。 zh_TW dc.description.abstract (摘要) This study illustrates a corpus study and an application of a data driven learning lesson plan, focusing on the two near-synonyms awful and terrible. The primary objective of the paper is to scrutinize the similarities and differences between the two near-synonyms: awful and terrible utilizing data gathered from both COCA (the Corpus of Contemporary American English) and BNC (The British National Corpus). As an initial step, online dictionaries were mainlyserved as the primary resource for discerning different word meanings and classifications. Subsequently, we conducted a manual analysis of eight hundred randomly selected concordance lines, paying close attention to aspects such as the semantic prosody and word meanings. The finding unveiled a notable contrast: while terrible primarily with negative collocates. These refer to not only negative context but also positive instances cases which lacked specific positive or negative. Moreover, the results indicated that both near-synonym share a few of the identified meanings, including ‘extremely bad’, ‘inspiring fear, great fear’, and ‘very great or extreme’. However, while they may share similar meanings, the near-synonyms are not always interchangeable, as evidenced by the semantic prosody. These words convey distinct implications based on the contextual nuances. It becomes evident that awful is comparatively employed more frequently, due to its adaptability across a broader spectrum of contexts. However, to enhance comparison of vocabulary and near-synonyms among English learners, this study introduces the application of a data-driven learning lesson plan. This plan integrates authentic English usage with the data collected from the research, creating tasks in which learners will be required to make comparison between these near-synonyms. en_US dc.description.tableofcontents CHAPTER 1 INTRODUCTION 1 1.1 BACKGROUND AND MOTIVATION OF THE STUDY 1 1.2 RESEARCH QUESTIONS 4 1.3 SIGNIFICANCE OF STUDY 5 CHAPTER 2 6 2.1 ETYMOLOGY FOR AWFUL AND TERRIBLE 6 2.2 NEAR-SYNONYMS 9 2.3 ATTRIBUTIVE AND PREDICATIVE ADJECTIVES 11 2.4 SEMANTIC PROSODY 12 2.5 PREVIOUS NEAR-SYNONYM RESEARCH 15 2.6 DATA-DRIVEN LEARNING 21 2.7 DATA-DRIVEN LEARNING STUDIES 23 CHAPTER 3 27 3.1 CORPORA COCA AND BNC 27 3.2 THE METHOD FOR DATA EXTRACTION 28 3.4 ANALYZING SEMANTICS 36 CHAPTER 4 41 4.1 MEANING CLASSIFICATION 41 4.2 RESULTS OF SENTENCE STRUCTURE 44 4.3 RESULTS OF SEMANTIC ANALYSIS 49 CHAPTER FIVE 69 5.1 AWFUL AND TERRIBLE APPLIED ON DATA-DRIVEN LEARNING 69 5.2 TEACHING MATERIAL 70 5.3 DATA-DRIVEN LEARNING LESSON 71 CHAPTER 6 79 6.1 SUMMARY 79 6.2 PEDAGOGICAL IMPLICATIONS 84 6.3 LIMITATIONS AND FUTURE STUDIES 85 REFERENCES 86 APPENDIX A 90 APPENDIX B 92 APPENDIX C 94 APPENDIX D 95 APPENDIX E 96 zh_TW dc.format.extent 6250589 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110551024 en_US dc.subject (關鍵詞) 語意韻律 zh_TW dc.subject (關鍵詞) 語料庫語言學 zh_TW dc.subject (關鍵詞) 近義詞 zh_TW dc.subject (關鍵詞) 數據驅動學習 zh_TW dc.subject (關鍵詞) semantic prosody en_US dc.subject (關鍵詞) corpus linguistics en_US dc.subject (關鍵詞) near-synonyms en_US dc.subject (關鍵詞) data-driven learning en_US dc.title (題名) 以語料庫為本之兩個近義詞異同之研究:Awful和Terrible zh_TW dc.title (題名) A Corpus-Based Study on the Differences and Similarities of Two Near-Synonyms: Awful and Terrible en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Abdurrahman, I. (2018). The Ability of EFL Students to Differentiate between Homonymy and. Polysemy. Bernardini, S. (2004). Corpora in the classroom, in How to Use Corpora in Language Teaching, ed. J. M. Sinclair (Amsterdam; Philadelphia, PA: John Benjamins), 15–36. BNC, Consortium. (2007). The British National Corpus, XML Edition, Oxford Text Archive. http://hdl.handle.net/20.500.12024/2554. Boers, F. (2013). "Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration." Language Teaching, 46. https://doi.org/10.1017/S0261444811000450. Ben Ghozlen, B. (2022). 'A man is known by the company he keeps': A critical overview of semantic prosody. Legon Journal of the Humanities, 33, 59-79. https://doi.org/10.4314/ljh.v33i2.3. Boontam, P. (2022). "The Effect of Teaching English Synonyms through Data-Driven Learning (DDL) on Thai EFL Students’ Vocabulary Learning." Shanlax International Journal of Education, vol. 10, no. 2, 80–91. Boulton, A. (2010). "Data-Driven Learning: Taking the Computer Out of the Equation." Language Learning, 60(3), 534–572. https://doi.org/10.1111/j.1467-9922.2010.00566.x. Boulton, A., & Thomas, J. (2012). Corpus language input, corpus processes in learning, learner corpus product. Introduction, 250–2012. Masaryk University Press. https://hal.science/hal-00683775/document. Cambridge Dictionary (2022). Cambridge: Cambridge University Press. https://dictionary.cambridge.org. Cheng, W. (2013). "Semantic Prosody." In The International Encyclopedia of Linguistic. Semiotics, 10.1002/9781405198431.wbea11062. Chung, S. F. (2011). "A corpus-based analysis of 'create' and 'produce'." Chang Gung Journal of. Humanities and Social Sciences, 4(2), 399-425. Corino, E., & Onesti, C. (2019). "Data-Driven Learning: A Scaffolding Methodology for CLIL and LSP Teaching and Learning." Frontiers in Education, 4:7. https://doi.org/10.3389/feduc.2019.00007. Cruse, D. A. (1986). Lexical Semantics Cambridge: Cambridge University Press. Cruse, A. (2006). A Glossary of Semantics and Pragmatics. Edinburgh: Edinburgh University Press. Crystal, D. (2003). A Dictionary of Linguistics and Phonetics (5th ed.). Oxford: Blackwell Publisher. LTD. Davies, M. (2008). The Corpus of Contemporary American English (COCA). Available online at. https://www.english-corpora.org/coca/. Di Marco, Hirst, & Stede (1998). "The Semantic and Stylistic Differentiation of Synonyms and Near-Synonyms." Edmonds, P., & Hirst, G. (2002). Near-synonymy and Lexical Choice . https://www.cs.toronto.edu/pub/gh/Edmonds+Hirst-2002.pdf Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A Comprehensive Grammar of the English Language. London: Longman Group Limited. Greenbaum, S., & Quirk, R. (1990). A Student's Grammar of the English Language* Longman. Hacker (2022). In Merriam-Webster.com. Retrieved from https://www.merriam- webster.com/dictionary/hacker. Hoffmann, K. (2014). "A corpus-based analysis of the near synonyms 'Nice,' 'Kind,' 'Lovely,' 'Friendly,' 'Gorgeous,' and 'Pleasant." 122228 BA Paper–Usage-based approach to linguistic investigations. Wien, Universität. Hu, H. C. (2015). "A semantic prosody analysis of three adjective synonymous pairs in COCA." Journal of Language and Linguistic Studies, 11(2), 117-131. Jackson, H., & Amvela, Z. E. (2007). Words, Meaning and Vocabulary: An Introduction to Modern English Lexicology (2nd ed.). Bloomsbury Academic. Johns, T. F. (1991). "Should You Be Persuaded: Two Examples of Data-Driven Learning. Materials." English Language Research Journal, No. 4, 1-16. Johns, T. F. (1994). "Perspectives on Pedagogical Grammar: From Printout to Handout: Grammar and Vocabulary Teaching in the Context of Data-Driven Learning." Kim, M. (2020). "A Qualitative Analysis of EFL Learners' Discrimination of Near-Synonyms in a Data-Driven Learning Task." English Teaching, 75, 25-47. https://doi.org/10.15858/engtea.75.3.202009.25. Koosha, M., & Jafarpour, A. A. (2006). "Data-Driven Learning and Teaching Collocation of Prepositions: The Case of Iranian EFL Adult Learners." Asian EFL Journal, 8(4), 192-209. Lertcharoenwanich, P., & Phoocharoensil, S. (2022). "A Corpus-based Study of the Near- Synonyms: Purpose, Goal, and Objective." rEFLections, 29(1), 148–168. https://doi.org/10.61508/refl.v29i1.258872. Louw, B. (1993). "Irony in the Text or Insincerity in the Writer? The Diagnostic Potential of Semantic Prosodies." In M. Baker, G. Francis, & E. Tognini-Bonelli (Eds.), Text and Technology: In Honour of John Sinclair (pp. 157–75). Amsterdam, Netherlands: John Benjamins. Louw, B. (2000). "Contextual Prosodic Theory: Bringing Semantic Prosodies to Life." In Words in Context: A Tribute to John Sinclair on His Retirement, ed. by Chris Heffer and Helen Sauntson, 48-94. *English Language Research Discourse Analysis Monograph No. 18, CD-ROM*. Birmingham: University of Birmingham. Lyons, J. (1968). Introduction to Theoretical Linguistics. London: Cambridge University Press. Lyons, J. (1981). Language and Linguistics: An Introduction. Cambridge, [Cambridgeshire]; New York: Cambridge University Press. Nesi, H. (1994). "The Use and Abuse of EFL Dictionaries: How Learners of English as a Foreign Language Read and Interpret Dictionary Entries." Thesis, Swansea University. Retrieved from http://cronfa.swan.ac.uk/Record/cronfa42801. Partington, A. (2004). "Utterly Content in Each Other’s Company: Semantic Prosody and Semantic Preference." International Journal of Corpus Linguistics, 9, 131-156. https://doi.org/10.1075/ijcl.9.1.07par. Rasikawati, I. (2018, November 30). "Corpus-based data-driven learning to augment L2 students’ vocabulary repertoire." International Dialogues on Education: Past and Present. Retrieved from https://eric.ed.gov/?id=EJ1245249. Schmitt, N. (2010). Researching Vocabulary. https://doi.org/10.1057/9780230293977. Sinclair, J. (1987). "Classroom Discourse: Progress and Prospects." RELC Journal, 18(2), 1–14. https://doi.org/10.1177/003368828701800201. Sinclair, J. (2004). Trust the Text: Language, Corpus, and Discourse. London: Routledge. Sowers-Wills, S. (2018). "A Corpus Study of Near-Synonyms and Their Lexicographic Representation." Indiana University Linguistic Club Working Papers, 18(1). Stubbs, M. (1995). "Collocations and Semantic Profiles: On the Cause of the Trouble Quantitative Methods." Functions of Language, 2, 1-33. Taylor, J.R. (2003). "Near Synonyms as Co-Extensive Categories: ‘High’ and ‘Tall’ Revisited." Language Sciences, 25, 263-284. Wongsinkongman, K. (2016). "A Corpus-Based Study of the English Synonyms COMPLETE, ACHIEVE, AND ACCOMPLISH." Thesis Archive. Retrieved on January 17, 2022. Viera, R. T. (2016, January). "The Importance of Vocabulary Knowledge in the Production of Written Texts: A Case Study on EFL Language Learners." Retrieved from https://www.researchgate.net/publication/316148312_The_importance_of_vocabulary_knowledge_in_the_production_of_written_texts_a_case_study_on_EFL_language_learners. Yeh, Y., Liou, H. C., & Li, Y. H. (2007). "Online Synonym Materials and Concordance for EFL College Writing." Computer Assisted Language Learning, 20(2), 131-152. zh_TW
