Lecture 2《英语词汇学》第二章教案
英语词汇学教学大纲(最新完整版)
英语词汇学教学大纲(最新完整版)英语词汇学教学大纲英语词汇学是一门研究英语词汇的学科，旨在帮助学生了解英语词汇的构成、发展和运用。
本大纲旨在帮助学生掌握英语词汇的基本概念、方法和技巧，提高他们的英语词汇水平。
一、课程目标本课程的目标是让学生掌握英语词汇的基本概念、方法和技巧，提高他们的英语词汇水平，并能够在实际生活中运用所学知识。
二、教学内容本课程的教学内容包括以下几个方面：1.英语词汇的基本概念：包括词义、词性、词形等方面的基础知识。
2.英语词汇的构成：包括词根、词缀、合成词等方面的基础知识。
3.英语词汇的发展：包括新词、新义的涌现以及旧词的消亡等方面的基础知识。
4.英语词汇的运用：包括同义词、反义词、近义词等方面的基础知识。
5.英语词汇的学习方法：包括记忆、分类、联想等方面的基础知识。
三、教学方法本课程采用多种教学方法，包括讲授、讨论、练习等，以帮助学生更好地掌握所学知识。
四、考核方式本课程的考核方式为闭卷考试，包括选择题、填空题、翻译题和写作题等题型。
英语副词教学大纲模板____英语副词教学大纲________课程目标____：本课程的目标是让学生全面掌握英语副词的用法，理解它们在句子中的角色和影响，以及如何正确地使用副词来表达丰富、精确的情感和含义。
____课程主题____：1.副词的基本定义和用法2.副词的分类（时间、地点、程度、方式等）3.副词的比较级和最高级形式4.副词的运用语境5.副词的选用原则____课程结构和活动____：本课程将采用讲座、练习、案例分析和小组讨论等多种方式进行。
每周安排两次讲座，涵盖副词的不同主题；每天进行适量的练习，通过各种形式的活动让学生熟悉副词的用法；每两周进行一次案例分析，让学生在实际语境中理解和应用副词；最后，每一个月进行一次小组讨论，让学生分享学习心得和互相学习。
____评估和学习反馈____：课程的评估将通过学生的作业、练习和小组讨论的表现来进行。
词汇学lecture 2
4.Sound and Meaning
• Arbitrary: no logical relationship between the
sound which stands for a thing or an idea and the actual thing and the idea itself. • E.g. dog
Some other definitions of word:
A fundamental unit of speech and a minimum free form,with a unity of sound and meaning( both lexical and grammatical meaning), capable of performing a given syntactic function.
• No English word should end in u or v, e was added to such words as live, have, due, true. • 3. The borrowings. Early borrowings were assimilated, later ones do not conform to the roles of English pronunciation and spelling. • E.g. stimulus, denouement, fiesta, eureka, kimono. • fish ghoti • gh like the f in laugh, • o like the i in women, • ti like the sh in nation. • Hymn, condemn, bomb • hymnal, condemnation, bombard
《英语词汇学》课程教学大纲
《英语词汇学》课程教学大纲课程编码：30615008 学分： 2 总学时：36说明【课程性质】《英语词汇学》为英语专业的专业任意选修课程。
【教学目的】本课程是英语专业高年级阶段的一门专业任意选修课。
本课程的教学目的在于要求学生掌握英语词汇学的基本知识和基本理论，从而更科学地学习英语词汇，运用词汇学中所学到的基本知识和理论来分析和理解英语词汇，正确地使用英语词汇。
【教学任务】《英语词汇学》以帮助学生扩大词汇量，有效运用英语词汇；更深入的理解词义，更有效的组织划分和贮存词汇；增强学生对词义和用法的了解，使学生准确使用词汇；使学生掌握使用参考书的技能，增加解决问题的能力和学习英语的有效性；提高学生的语言接受能力和语言使用能力为教学任务。
【教学内容】词的基本知识、英语的亲属关系与英语词汇的形成和发展、词的形态结构和构成方法、词的意义、语义关系、词义的演变、英语习语、英语词典【教学原则和方法】教学原则：本课程采用张维友编写的《英语词汇学教程》（华中师范大学出版社）为主要教材，在教学过程中坚持以学生为主体，教师为指导的原则，以教材为中心，并适时地向学生介绍英语词汇学的研究动态和最新方向，让学生对词汇学有一个全面系统的了解。
教学方法：在教学过程中，采用论述式、概述式和指引式讲解相结合对教学内容的新信息点、重点、难点进行论述式讲解，深入浅出地详述理论原理，用恰当的例证加以说明，以此帮助学生充分理解理论知识。
对容易懂的内容则进行简明扼要地讲解。
教学中以学习指定的教材为主，适当穿插一些相关的信息材料。
通过对英语词汇学中相关的概念即理论知识的学习和理解，要求学生尽量独立完成教材各部分后面所附的练习，必要时教师可给予适当的指导。
教学手段主要是抽取各部分中的精华部分进行讲解，并适时地采用专题讨论的方式进行学习。
【先修课程要求】要求学生具备英语语音、英语语法、基础英语、英语阅读、英语写作以及翻译等课程知识。
教材：张维友《英语词汇学教程》华中师范大学出版社，2004年。
词汇学Lecture 2 (Chpater 2-1)
2. The Middle English Period from 11501500; it begins with the Norman Conquest and ends with a transitional period leading to the close of the Middle Ages.
4. The three periods of the English language
1. The Old English Period (the Anglo-Saxon Period) from 450-1150
Some characteristic features of Old English:
2. The Indo-European Family of Languages
A Genealogy of the Indo-European Languages
Glossary: family of languages 语系 group of languages 语族 branch of languages 语支 genealogy （语言）系统
2) Vocabulary:
In matter of vocabulary, IndoEuropean languages have so much in common, namely, a shared nucleus (a common core) of fundamental roots, that this common basis of vocabulary may serve to distinguish them from all other languages.
There are 2 classes of languages in the world: they are “synthetic” and “analytic”. A synthetic language is one which shows the relation of words in a sentence largely by means of inflections. An analytic language is one which indicates the relation of words in a sentence by means of word order, prepositions or auxiliary verbs, rather than by inflections. Chinese, with its forms consisting not of parts of speech, but of what seem now to be merely monosyllabic roots, is therefore not IndoEuropean.
英语词汇学第二章课件
geographical distribution, the surviving languages of Indo-European language family fall into 10 principal groups, which can be grouped into an Eastern set and Western set.
of English;
• Let students know the growth of contemporary
English vocabulary and the modes of vocabulary development
➢ Teaching focus:
• the Indo-European language family • three phases of the historical development • general characteristics of English • three sources of contemporary English vocabulary • modes of vocabulary development
➢ Russian俄罗斯语
2. Indo-Iranian印伊语族 ➢ Persian波斯语 ➢ Bengali 孟加拉语 ➢ Hindi 北印度语 ➢ Romany吉普赛语
3. Armenian亚美尼亚语族 ➢ Armenian
4. Albanian阿尔巴尼语族 ➢ Albanian
The Western Set
英语词汇学课程课件
课件名称：英语词汇的发展 制作人：寻阳、孙红梅 单位：曲阜师范大学外国语学院
英语词汇学单元二教案(复习整理)
Textbook: 夏洋、邵林著,《英语词汇学课程》. 北京：北京大学出版社. 2017. Chap2.主要内容：1.古英语、中世纪英语、现代英语三个发展时期的社会文化背景、语言发展特点和时间起止。
2. 英语属于印欧语系，是日耳曼语的一支。
难点：the nature of English --- extremely rich and heterogeneous, a heavy borrower, full of synonyms, a global language.I NotionsLanguage familyThe 5000 or so languages around the world are grouped into about 300 language families, on the basis of their similarities in their basic word stock and grammars.English is a member of the Indo-European language family.English is a member of the Germanic group of languages.二、辅助阅读：理解与深化Read Texts in unit 2 & 3三、自检Check your understanding by finish the exercises given in the UNIT.思考题：1. Illustrate the language features in each historical period of English and analyze the related historical and social backgrounds that result in the features.2. What is the contribution of Shakespeare to the English language?3. Use facts and events to illustrate the nature of English.四、预习Unit 3 & 4。
英语词汇学教程教学设计
英语词汇学教程教学设计1. 简介英语词汇学是英语语言学的基础，作为英语专业的学生必修课程之一，其重要性不言而喻。
本文将从课程目标、教学内容、教学方法、评价方式四个方面进行英语词汇学教程的教学设计。
2. 课程目标本课程旨在通过对英语词汇的系统学习，使学生掌握以下知识和能力：•掌握英语常见词汇并扩大词汇量；•熟悉英语词汇的构成、发音规则和意义等方面的基本知识；•理解语用学、语言变异、文化差异对词汇的影响；•能够灵活运用英语词汇进行表述；•提高英语听、说、读、写能力；•培养习惯性记忆和归纳总结的能力。
3. 教学内容3.1 词汇选取和排列•词汇初探：英语单词、派生词、合成词、短语、句子。
•词汇的词性：名词、动词、形容词、副词、介词、连词、代词。
•词汇的时态与语态：语法结构中的时态、语态特点、主动语态和被动语态。
•词汇的分类：时间、数字、方位、颜色、功用等。
•词源学：英语词汇的起源、英语词汇的分类、中外借词。
3.2 词汇记忆方法•图像记忆法•关联记忆法•联想记忆法•形近词记忆法•活动记忆法3.3 词汇的语用学与文化差异•词汇的语用学意义：情景语境、抽象词语、隐含意义、语气。
•词汇的文化差异：词汇的文化内涵、习语、比喻、隐喻、因文化而异的词汇。
3.4 词汇的运用和表述•词汇的运用场景：工作、交际、阅读等场合的词汇运用。
•词汇的表述规范：助记法、词汇搭配、语法结构、用词准确。
4. 教学方法4.1 教师授课教师通过讲解、展示、模仿、演示等方式，对课程内容进行阐述和分析，特别是对于语音、语用学、文化差异等方面的知识，教师应进行多角度的讲解，以便学生更好地理解和记忆。
4.2 学生自主学习为了达到词汇量的扩大和词汇运用的能力，学生要通过独立阅读、查找资料、归纳整理等方式来加强能力。
同时，教师也应指导学生如何进行自主学习，如何进行查找资料和利用多种途径和工具加强自己的英语词汇水平。
4.3 互动交流教师应加强与学生的联系和交流互动，通过小组合作、课堂讨论、互相分享等方式，增强学生词汇的活跃度和沉淀度。
英语词汇学课程大纲
英语词汇学课程大纲一、课程简介本课程旨在帮助学生深入了解英语词汇学的基本理论和方法，提高他们的词汇掌握能力和运用能力。
通过系统学习，学生将能够更好地应对英语词汇的各种使用场景，提高自己的听说读写能力。
二、课程目标1. 掌握英语词汇学的基本概念和理论。
2. 学会使用词汇学的分析方法，快速有效地掌握新词汇。
3. 提升词汇存储和词汇运用的能力。
4. 培养学生对英语词汇的敏感度和准确度。
5. 加强学生的词汇拓展和应用能力。
三、课程内容1. 词汇学导论- 词汇学的定义和研究范畴- 词汇与语言运用的关系2. 词汇的形态学- 词缀、词根和派生- 合成和转化- 词类和词汇分类3. 词汇的语义学- 词义和词汇义项- 上下文词汇义变化- 词汇关系和语义网络4. 词汇的语用学- 语用角度解读词汇- 词汇的语用扩展和修辞手法5. 词汇学习策略- 词汇记忆和记忆技巧- 词汇学习中的输出训练- 词汇学习资源和工具的应用6. 词汇教学与评估- 词汇教学方法和技巧- 词汇教学的评估和反馈四、教学方法1. 理论授课：通过讲解和示范，向学生介绍英语词汇学的基本理论和相关知识。
2. 跟读练习：学生跟随老师的发音进行词汇的模仿和训练，提高语音和语调的准确性。
3. 词汇分析：通过案例分析和练习，学习如何分析词根、词缀和派生形式，快速掌握新词汇。
4. 语境运用：通过阅读和听力材料，让学生在真实语境中理解和运用词汇，增强语言综合能力。
五、评估方式1. 课堂讨论和问答2. 课后练习和作业3. 期中考试4. 期末考试六、参考教材1. 《英语词汇学导论》作者：张燕平2. 《英语词汇学教程》作者：郭建华3. 《英语词汇学教程》作者：赵玉华七、参考资料1. Aitchison, J. (2012). Words in the mind: An introduction to the mental lexicon. 4th Edition, Wiley-Blackwell.2. Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.以上为英语词汇学课程大纲，希望能够帮助学生在词汇学习中建立起系统的知识框架，提升词汇应用能力和学习效果。
英语词汇学 Lecture 2
3. Translation Loans 译借词
(1) Definition Translation loans are words and expressions formed from the existing material in the English language but modelled on the patterns taken from another language. (2) Examples
Summary of the definition
1. A minimal free form of a language 语言中的一 个最小的自由形式 2. A sound unity 一个声音单位 3. A unit of meaning 一个意义单位 4. A form that can function alone in a sentence 一 个能在句中独立发挥作用的形式 A word is a minimal free form of a language that has a given sound, meaning and syntactic function.
2. Aliens非同化词 (1) Definition Aliens are borrowed words which have retained their original pronunciation and spelling. (2)Examples Décor Kowtow Bazaar Rajar Status Intermezze Emir blitzkrieg
• Native words and borrowed words (by origin)本族语词和借词
The obvious characteristics of basic word stock:
词汇学十年级第二章教学方案
词汇学十年级第二章教学方案一、引言本教学方案旨在帮助十年级学生系统学习和掌握丰富的词汇知识，提高他们的词汇应用能力。
针对第二章的内容，我们将采用多种教学方法和资源，以确保学生能够全面理解并有效应用所学的词汇。
二、教学目标1. 学习并掌握与情感与态度相关的词汇；2. 掌握与描述人物性格相关的词汇；3. 学习并应用与剧情推进相关的词汇；4. 培养学生运用词汇进行口头表达和书面表达的能力。
三、教学内容及安排1. 情感与态度相关的词汇a) 情感词汇的学习与运用- 学生将通过阅读及讨论故事情节、诗歌、歌词等形式来发现、理解并适当运用与情感相关的词汇。
b) 情感表达的写作练习- 学生将分组完成写作任务，通过书面表达来展示对各种情绪的描述和表达能力。
2. 描述人物性格相关的词汇a) 描述性格的常用词汇学习- 学生将通过观察和分析小说、电影、演讲等材料，学习并理解描述人物性格的常用词汇。
b) 口头描述练习- 学生将在小组内进行角色扮演，通过口头描述来展示对人物性格词汇的运用能力。
3. 剧情推进相关的词汇a) 掌握剧情推进所需的词汇- 学生将学习与剧情推进相关的词汇，如时间词、转折词、逻辑连接词等。
b) 阅读理解和写作练习- 学生将通过阅读故事情节和完成写作任务，锻炼对剧情推进词汇的理解和运用。
4. 口头和书面表达能力训练a) 观看相关演讲和讲解视频- 学生将通过观看演讲和讲解视频，培养自己的口头表达能力，并学习有效引用词汇的方法。
b) 书面表达训练- 学生将完成一系列书面作业，如写作、翻译等，来提高自己的书面表达能力。
四、教学资源1. 课本和词汇手册2. 图书馆借阅的小说和故事书3. 视频资源：教学讲解、相关演讲和讲解视频五、教学评估1. 口头表达评估- 学生将进行小组或全班演讲，展示对所学词汇的运用能力。
2. 书面表达评估- 学生将完成指定的写作或翻译任务，并由老师进行评分。
3. 课堂参与度评估- 学生在课堂上的活跃度、互动和合作也将纳入评估范畴。
自考英语词汇学 第二章课件
In fact, more than twenty-five percent of modern English words come almost directly from classical languages. 事实上，现代英语词汇 中有 25%以上几乎是直接从古典语言中直接介入的 （WBD）。 In modern English, word endings were mostly lost with just a few exceptions. It can be concluded that English has evolved from a synthetic language (Old English) to the present analytic language.在现代英语中，除了少数几个 词之外，词尾几乎都消失了。可以这样说，英语已 从古英语的综合型语言发展成了现在的分析型语言 。
2
- The Indo-European is one of them. It is made up of most of the languages of Europe, the Near East, and India. 印欧 语就是其中之一。该语系包括欧洲的大多数 语言、近东诸语言和古梵语。
2.2.2 Middle English (1150-1500) -中古英语 Although there were borrowings from Latin, the influence on English was mainly Germanic. 虽然英语也从拉丁语中借词，但影响英语的主要还 是日耳曼语。 Between 1250 and 1500 about 9000 words of French origin poured into English. Seventy-five percent of them are still in use today.从 1250 年 到 1500 年的 250 年间，大约有 9000 个法语词汇 进入到英语中，其中 75%仍在使用。 If we say that Old English was a language of full endings. Middle English was one of leveled endings. 如果说古英语是全词尾的话，那么中古英 语的词尾已去了一半
英语词汇学chapter2
and
vowels
Exercises
Decentralization Specialize Individualistic Half-hearted A man of letters de-, center, -al, -ize, -ation
species, -al, -ize
in-, divide, -al, -ist, -ic half, heart, -ed a, man, of, letter, -s down, fall
(3) Allomorphs Morphs refer to certain phonological and orthographical forms. The linguistic phenomenon that the same functional unit varies in form from one context to another, for example, -(e)s of cats, horses, classes has the regular meaning “more than one”, yet has three different phonological forms:/-s.-z.iz/. The morpheme of plurality {-s}: /s/ after the sounds /t, p, k/; /z/ after /d, b, g, l/; /iz/ after /s, z, …/ Allomorphs refers to the variants of the same morpheme(-s, for example)
2) Reversative or privative
Centralize Plane Infect Zip Regulate Possess Pollute Decentralize Deplane Disinfect Unzip Deregulate Dispossess Depollute
英语词汇学-chapter 2
The Development of the English Vocabulary英语词汇的发展In the study of words, it is important to know about the origin and growth of the vocabulary. The vocabulary of the language develops as the language develops. The English language is not theBut where does it come from? Why is it known as English? In what way is English related to other languages? What is the size of the vocabulary of the first settlers殖民者? How has it developed into what is now a huge modern vocabulary? This chapter will give an answer to all these questions.2.1 The Indo-European Language Family印欧语系It is assumed that the world has approximately 3,000(some put it 5,000) languages, which can be grouped into roughly 300 language families on the basis of similarities in their basic word stock and grammer. The Indo-European is one of them. It is made up of most of the languages of Europe, the Near East, and India. The prehistoric Ingo-European parent language is thought to be a highly inflected language. It was a language in which the various forms of a given word showed its relationship to other words in a sentence When groups of this language moved away from the original homeland, believed to be somewhere in the easternmost part of Europe, the language of each group grew and developed along different lines in much the same way that American and Australian English now show differences from the language of England. Over very long periods of complete isolation from each other these dialects of a single language changed so much that they became separate languages. Speakers of one were not understood by speakers of another.假定世界上有将近三千（一些人说是五千）种语言，可以在词储和语法相似的基础上分为将近300个语系。
《英语词汇学》课程教学大纲2
《英语词汇学》课程教学大纲一、课程信息二、课程目标通过本课程的学习与训练，学生应具备以下几方面的目标:1. 在普通语言学框架下掌握英语词汇学理论体系；2. 掌握英语词汇的历时演变规律和现代英语词汇的共时变异概况；3. 掌握英语词汇主要构词过程、词义关系、词汇衔接和语篇连贯，并能应用于词汇实践；4. 掌握英语词汇学习策略，促进词汇策略在课外阅读中的有意识运用；5. 掌握英语词典类型、词典编纂原则、词典选择和词典使用。
6.通过本课程学习，学生能够树立正确的课程观、教师观、学生观、教学观，具有强烈的英语词汇学实践的愿望与兴趣，能够形成自觉的英语词汇学教学研究的专业态度与学术热情。
课程目标对毕业要求的支撑关系表2三、教学内容与预期学习成效345四、成绩评定及考核方式五、课程建议教材及主要参考资料1. 建议教材[1]陈新仁.《英语词汇学实用教程》.苏州：苏州大学出版社2012.2. 主要参考书[2]陆国强，《现代英语词汇学》（新版）. 上海外语教育出版社，2001.[3]汪榕培、王之江，《英语词汇学》.上海外语教育出版社，2008.[4]汪榕培、卢晓娟，《英语词汇学教程》，上海外语教育出版社，1997.[5]张韵斐，《现代英语词汇学概论》.北京师范大学出版社，2010.[6]张维友，《英语词汇学》全国高等教育自学考试指导委员会组编教材, 外语教学与研究出版社，1997.[7] Martin Haspelmath Understanding Morphology. Hodder Arnold (2002)[8] Dirk Geeraerts Theories of Lexical Semantics (Oxford Linguistics) (2010)[9] Bauer Laurie. Introducing Linguistic Morphology.[10] Andrew Carstairs McCarthy An Introduction to English Morphology. Edinburgh University Press (2002)[11] Lavrova N. A. A Coursebook on English Lexicology[12] Andrew Hippisley, Gregory Stump. The Cambridge Handbook of Morphology. Cambridge University Press (2017)[13] Mary Wood Cornog. Merriam-Webster's Vocabulary Builder. Merriam-Webster, Incorporated. Springfield, Massachusetts. 1998.[15] Laurie Bauer. English Word-formation. Cambridge University Press. 1983.[16] Peter O. Müller, Ingeborg Ohnheiser, Susan Olsen. Word-formation: An International Handbook of the Languages of Europe. De Gruyter Mouton. 2015.[17] D. A. Cruse. Lexical Semantics. Cambridge University Press. 1986.[18] Geert Booij. The Grammar of Words: An Introduction to Linguistic Morphology. Oxford University Press, USA. 2007.[19] Mark Aronoff, Kirsten Fudeman. What is Morphology? Wiley-Blackwell. 2011.。
自考英语词汇学 第二章课件教学提纲
2.4 Modes of Vocabulary Development词汇 发展的模式
❖ Modern English vocabulary develops through three channels: creation, semantic change, borrowing. 现代英语词汇的发展主要通过三个渠道： 创词、旧词新义和借词。
当时拉丁语和希腊语被认为是西方世界灿烂文学遗产的语言是学术语言真空干燥又名解析干燥是一种将物料置于负压条件下并适当通过加热达到负压状态下的沸点或着通过降温使得物料凝固后通过溶点来干燥物料的干燥方式
英语词汇学
Chapter 2 The development of the
English Vocabulary 英语词汇的发展
❖ In the early period of Modern English, Europe saw a new upsurge of learning ancient Greek and Roman classics. This is known in history as the Renaissance. 在早期现代英语阶段，欧洲掀起了学习希腊 和罗马的古典著作的运动。这场运动史称文 艺复兴。
growth of English vocabulary though quite insignificant. 复活古词和废弃词对整 个英语词汇来说虽然影响不大，但却是一种 发展方式。
英语词汇学第2讲PPT课件
By Origin
Native words Loan words
By Origin: The Native Elements
Features of the native element: 1. All-national character 2. Great stability 3. Monosyllabic 4. Word-forming ability 5. Wide collocability 6. Plurality of meanings 7. High frequency value 8. Stylistically neutral
Classification
The English vocabulary consists of different kinds of words, which may be classified by different criteria.
In this section we will discuss three main criteria:
VOCABULARY
Slang, jargon & cant
Slang is the language of a highly colloquial type, considered as below the level of standard educated speech, and consisting either of new words or of current words used in some social sense.
A Brain Teaser
Which word is the longest in English?
英语词汇学最新教学大纲
英语词汇学最新教学大纲英语词汇学(English Lexicology)课程编号：05100290课程性质：专业选修课总学分：2总学时：36一课程目的及要求：英语语言文学专业必修课或选修课。
英语词汇学是一门以当代语言学多种理论为指导，全面深入研究英语词汇的专业课程。
英语词汇学课程重在揭示现代英语词汇的普遍规律，侧重分析研究现代英语词汇现象，兼顾英语词汇的纵向演变和发展。
本课程旨在帮助英语专业高年级学习者强化英语词汇知识，系统地了解现代英语词汇的过去和现状，把握英语词汇学习与使用的规则和特点。
既要培养学生理解语言现象和分析语言问题的理论水平，又要提高学生运用英语的实际能力。
二、课程主要内容：英语词汇学导言（词汇学的性质、重要性、学习方法）词的基本知识（词和词汇的定义与区别，声音与意义和拼写之间的关系，词汇划分的基本原则及各类词的主要特点）英语词汇的形成与发展（英语的亲属关系，英语词汇形成和发展的三个时期及其特点，现代英语词汇发展的趋势和方式）英语构词法I （词的个构成成分，各成分之间的区别，对词进行结构分析）英语构词法II （现代英语主要构词法，这些构词法在英语词汇发展中的地位）词的意义（了解“意义”的不同含义，词义的理据，几种常见意义）语义关系和语义场（词与词之间的几种主要语义关系，它们的概念和特点）词义的演变（词义变化的必然性，词义变化的主要方式，词义变化的原因）词义与语境（两种不同的语境，语境对词义的重要作用）英语习语（英语习语的概念、范畴、特点及其分类原则，习语的作用）英语词典（不同类型词典的形式、内容、范围及特点）三、教学方式以讲解为主，在教学过程中采用研究型教学方式，在讲授基本的词汇学概念和原理之后引导学生进行课堂讨论，课后查阅资料，收集语料，描写语言和分析语言等活动，同时指定阅读材料并作课堂汇报。
四、主要教学参考书：教材：自编参考书目：1. 陆国强：《现代英语词汇学》，上海外语教育出版社，19992. 汪榕培、卢晓娟：《英语词汇学教程》，上海外语教育出版社，19973. 张维友：《英语词汇学》，外语教学与研究出版社，20004. 张韵斐，周锡卿：《现代英语词汇学概论》，北京师范大学出版社，19885. 张永言，《词汇学简论》，华中工学院出版社，19826．拉耶芙斯卡娅，《英语词汇学引论》，商务印书馆，19607. Arnold I.V. The English Word. Leningrad, 1986.8. Ullman S. Semantics. An Introduction to the Science of Meaning. Л., 1975.9. Palmer, F.R. Semantics. A New Outline. Moscow, 1982.10. Jackson, Howard & Amvela, Etinne Ze, Words, Meaning, and V ocabulary: AnIntroduction to Modern English Lexicology, 2000, Cassell五、考核方式及要求：笔试与平时出勤和讨论相结合。
《英语词汇学》课程教学大纲
《英语词汇学》教学大纲一、课程编号：1501013二、课程名称：英语词汇学（English Lexicology）三、学分、学时：2学分，32学时四、教学对象：外国语学院英语专业三年级学生五、开课单位：英语系六、先修课程：无七、课程性质、作用、教学目标(含知识、能力、素质的要求)课程性质：专业基础选修课作用：本课程为英语专业高年级阶段的知识性课程，对英语词汇作全面而系统的介绍，使学生系统地掌握英语词汇在构词、意义、词源等方面的基本知识，培养学生的词汇意识，提高学生记忆词汇、理解词汇和应用词汇的能力，为高级英语学习打好扎实基础。
目标：通过本课程的学习，使学生系统地掌握英语词汇在构词、语义理据、词义类型、词源、词义关系、词义变化、短语动词和习语等方面的基本知识，具备一定的词汇意识，提高记忆词汇、理解词汇和应用词汇的能力。
八、教学内容课内讲授内容及学时安排：1. Basic concepts & Development of English vocabulary2. Word FormationMorphemesAffixationCompoundingConversionBlendingClippingAcronymBackformation3. Word Meaning4. Sense Relations & Semantic Field5. Changes in Word Meaning6. English Idioms7. English Dictionaries九、实践性环节的内容、要求： 无十、多媒体教学手段运用的要求要求课内教学的全过程采用多媒体教学手段，即要求在配备用多媒体设备的教室上课。
十一、教材和参考书●张维友主编《英语词汇学》外语教学与研究出版社2000●汪榕培主编《英语词汇学教程》上海外语教育出版社2000●汪榕培主编《英语词汇学教程》（教学参考用书）上海外语教育出版社2000●汪榕培主编《英语词汇学教程读本》上海外语教育出版社2005●陆国强主编《现代英语词汇学》(新版) 外教社2000十二、考核方式闭卷书面考试成绩评定：平时练习和课堂表现（30%）＋闭卷笔试（70%）十三、教学大纲说明课程的重点和难点：Basic concepts, word formation, sense relations and English idiomsThe Teaching Plan of English Lexicology1. Course description:English lexicology is a theoretically-oriented course. It is chiefly concerned with the basic theories of words in general and of English words in particular. This course aims at studying the morphological structures of English words and word equivalents, their semantic structures, relations, historical development, formation and usages. In addition, an introduction of English dictionaries is covered at the end with the purpose of improving students’ skills of using instrumental books. In spite of its heavy theoretical color, this course is practical as well, for we will deal with copious stocks of words and idioms, and study a great many usage examples. Besides, after each chapter, there will be “questions and tasks” designed to deepen students’ learning.2. Course objectives：In this selective course of 32 teaching hours,Students will obtain a good knowledge of morphological structure of English words and rules of word formation.Students will haCoffin, Judith & Robert Stacey Western Civilizations New Y ork: W.W.Norton & Company 2005Hu, Wenzhong (edit). A Dictionary of British and American Culture. Beijing: Foreign Language Teaching and Research Press. 1995.Y u, Zhiyuan(edit). English-Speaking Countries: A Survey. Beijing: Foreign Language Teaching and Research Press. 2000.Encyclopedia BritannicaEncyclopedia Americanave a deeper understanding of word-meaning and be able to organize, classify and store words more effectively.Students will raise their awareness of word meaning and usage, and be able to use words more accurately and appropriately.Students will improve their skill of using English dictionaries which is very helpful for self study.3.Content1) Basic concepts & Development of English vocabulary2) Word Formation●Morphemes●Affixation●Compounding●Conversion●Blending●Clipping●Acronym●Backformation3) Word Meaning4) Sense Relations & Semantic Field5) Changes in Word Meaning6) English Idioms7) English Dictionaries1.Teaching materials:Zhang，Weiyou. English Lexicology. Beijing: Foreign Language Teaching andResearch Press, 2000.Wang, Rongpei A Survey of English Lexicology. Shanghai: Shanghai Foreign Language Education Press, 20002.Ways of teachingMultimedia is employed throughout the whole classroom teaching. A great number of examples of word meaning and usage will be given to deepen the students’ understanding of lexicological theories and rules. Open questions are designed for classroom discussion.3.The way of examination:Final examination is a combination of objective items and essay questions. Final exam makes 70% of the total mark, while classroom performance, quiz and homework make 30% of the total mark4.Reference books recommended for students：●Y ang, Chenghu. Reference Book for English Lexicology. Beijing：ChinaRenshi Press, 2000.●Lu, Guoqiang. Modern English Lexicology(New Edition). Shanghai:Shanghai Foreign Language Education Press, 2000.Wang, Rongpei. A Survey of English Lexicology(Teacher’s book). Shanghai: Shanghai Foreign Language Education Press, 2000。
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Lecture 2English Vocabulary：A Historical Perspective计划学时：2 periods教学方法：传统讲授法参考资料：《英语词汇学教程》、《英语词汇学》教学目的和要求：通过本单元的学习，让学生对英语词汇的形成和发展有初步的了解。
教学重点：1) The Indo-European Language Family;2) A Historical Overview of the English V ocabulary.教学难点：1) The language family English belongs to;2) Growth of present-day English vocabulary.1. The Eight Language Families in the WorldIt is assumed that the world has approximately 5,615 languages. And on the basis of similarities in their basic word stock and grammar, they can be grouped into roughly the following language families: Sino-Tibetan (汉藏语系), Indo-European (印欧语系),Semito-Hamitic (闪含语系), Bantu (班图语系), Uralic (乌拉尔语系), Altaic (阿尔泰语系),Malaya-Polynesian (马来—波利尼西亚语系)and Indian (印第安语系).2. Indo-European language familyAnd Indo-European language family falls into eight principal groups: Indo-Iranian group (印度-伊朗语族); Slavic (斯拉夫语族- Russian and Polish ); Armenian (亚美尼亚语族); Hellenic (古希腊语族); Italic (意大利语族); Celtic (凯尔特语族); Albanian (阿尔巴尼亚语族); Germanic (日尔曼语族).3. Germanic Language GroupGermanic, which consists of three branches: North Germanic, East Germanic, and West Germanic. The North Germanic branch is the linguistic ancestor of modern Scandinavian languages, viz (即). Danish, Icelandic, Norwegian and Swedish. The East Germanic developed into Gothic (哥特语，现已不复存在). The West Germanic branch developed into Modern German, Dutch, Frisian（弗里斯兰语，荷兰西北部）and English.4. A Historical Overview of the English Vocabulary※①Britons: The early inhabitants of the land we now call England were Britons, a tribe of Celts. From the Britons the island got its name of Britain, ‘ the land of Britons ’. The Britons were a primitive people living in the tribal society. They weredivided into dozens of small tribes, each of which lived in aclustering of huts. Their languages were dialects of still another branch of the Indo-European--Celtic.②Latin: The second major language known in England was the Latin of the Roman Legions. In 55 BC, the Romans invaded the Britain under the commander of Julius Caesar, the great Roman general, and for nearly 400 years Britain was under the Romanoccupation.When the Roman empire began to crumble, the Germanic tribes came in. As the invading tribes (Angles, Saxons and Jutes) took over and settled in Britain, the Celtic languages gradually retreated. As a result, Celtic made only a small contribution to the English vocabulary with such words as crag, bin and a number of place names like Avon, Kent, London, Themes.English Vocabulary：A Historical Perspective⏹The history of the English language is divided into three periods.⏹The Old English (450-1100)⏹The Middle English (1066-1500)⏹The Modern English (1500-present)(1)The Old English (449-1066)After the Romans, the Germanic tribes called Angles, Saxons and Jutes came in great numbers. Soon they took permanent control of the land, which was to be called England-- the land of Angles ’’ (盎格鲁人之岛). Their language, historically known as Anglo-Saxon (盎格鲁—萨克逊语), now people generally refer to Anglo-Saxon as Old English.Old English has a vocabulary of about 50,000 to 60,000 words. About 85% of Old English words are no longer in use. Many words can not be recognized as still part of modern English vocabulary, some we may have made some connection with modern Englishvocabulary, taking some words used in Old English poem Beowulf, the most important work of Old English, a s example: ealle—all; ond—and; giganta—giant; lange—long; Gode—God; wis(wis)—with; mann---man; hus—house; weall—wall.Old English was a highly inflectional language just like modern German. Nouns, pronouns, adjectives, verbs and adverbs had complex endings or vowel changes.(2) Middle English:1066—1500Old English began to undergo a great change when the Normans invaded English from France in 1066. Until then, although there were borrowings from Latin, the influence on English was mainly Germanic.But the Norman Conquest started a continual flow of French words into English. Between 1250 and 1500 about 9000 words of French origin poured into English. 75% of them are still in use today. We can find words relating to every aspects of human society, e.g. government, social scales, law, religion, moral matters, military affairs, food, fashion and so on. Words such as: state, government, power, prince, duke, judge, court, crime, angel, mercy, peace, battle, fry, roast, dress, coat are just a few in frequent use.1066年法国诺曼（底）人入侵英国，英国人是被征服人，但没有被斩尽杀绝，而是被降为下等公民。