法语二外教学中的法英对比——词汇学角度

法语二外教学中的法英对比——词汇学角度［摘要］本文从词汇学的角度探讨法英对比教学，依次从法英词汇的构成（相同或相似）、缩略语组成特点、复合词组成规律三个方面进行对比，找出特点，对学习法语具有重要的意义。

［关键词］对比教学；词汇学；英语；法语在英语基础良好的班级开展法语二外教学，存在很多有利的条件。

由于法国和英国地理位置相近，长期以来交流频繁，其语言存在着很多的共同点，很多社会文化背景也相似，具有良好英语基础的学生，法语入门容易，触类旁通。

比如英语中祈使句与法语中的命令式，除了法语本身所特有的动词变位需要注意以外，其意义、用法基本一样，与英语对照学习，更容易领悟和掌握。

关于英语和法语二外之间的关系和英、法语对比教学，已经有学者作了相关探讨，比如王宏伟、马竞的《相似中的不似——浅析双语专业法语教学中的英语干扰问题》，白丽虹《浅谈法语教学中法英双语的相互影响》；胡新宇《英、法语比较分析法在公共法语教学中的应用》；赖帷芝《从英、法语的某些异同看英语在法语教学中的辅助作用》。

这些文章，对于英语、法语在语音、词汇、语法等语言学层面都进行了一定的探讨；笔者在本文中，尝试从词汇学的角度探讨英语、法语的对比在教学中的应用。

一、法、英语词汇对比（一）法语、英语词汇词形、词义完全相同1.法语中的英语借词。

法语中的英语借词现象由来已久，主要来自于三个时期：最早可以追溯到15世纪，大规模引进英语词发生在18世纪，当时对英语趋之若鹜的现象被人讥讽为“英语癖”（l’anglomanie）［1］；今天法语中的许多政治、经济、法律术语，以及大部分体育用语都是在这个时期以及以后的一二百年间从英语借入的；第二个时期是在两次世界大战期间，英语借词潮水般涌进法语，这是一个新高潮。

第三个时期为美国英语借词：二战结束后，美国逐渐占据了世界头号强国的位置，无论在经济上、政治上、军事上还是文化中，均对其他各国产生了深远的影响，语言便是其中的一个部分。

以美式英语为代表，其中的新鲜词汇更是作为英语借词进入到法语词汇中来。

比如：在表2中，这些英语的借词都是美国文化和社会生活方式中所特有的，作为英语借词进入法语词汇中，而IPAD 和IPHONE更是原封不动地变成法语词汇（但是读音遵循法语读音规则表）。

2.一方面，法语中存在很多英语借词；另一方面，英语中有很多的法语借词。

许多原本出自法国的生活方式、特殊名称等相关词汇还是保存着原有的形式。

如：在表3中，可以发现所列出的词汇是英语和法语共有的，涉及娱乐、生活、艺术等多个领域，大多是法国所特有的一些工作、生活方式等，是英语中的法语借词。

英语基础良好的学生对于这些单词很熟悉，在法语二外的学习中碰到这些单词，会觉得非常亲切，容易加深印象；再加上词汇本身就包含着文化的含义，联想到法国文化方面的知识，更会拓展学生对于词汇的认知。

比如style（风格），在法语中可以用来表示文学风格，也可以表示时尚特点，英语中含义也大致如此；只是联想到法国是时尚、艺术之都，就更加增添了文化的韵味。

3.同源自希腊、拉丁词汇。

查字典会发现，很多的英语和法语词汇都源自于希腊语和拉丁语，自然也有很多词汇时重合的。

比如agriculture （农业），infrastructure （基础设施），refuge (避难)，dialogue （对话）等。

（二）法语、英语词汇高度类似。

或异形同义，或同形异义1.异形同义。

词形高度类似，意义相同，如différent法/different 英(不同的); cinéma法/cinema英(电影院); thétre法/theater英(剧院);raisonnable法/reasonable英(合理的)，président法/president英(总统)［2］，当然法语单词字母上面有尖音符、钝音符、长音符等，有细微差异。

法语和英语词汇上的类似性还体现在某些词汇具有相同的词源或词根。

比如sociology英/sociologie法（社会学），源于拉丁语“socialis”，已经熟悉sociology的学生遇到“sociologie”时能够立刻领会其含义，从而方便记忆，大大扩展词汇量。

这些同源词汇大多分布在科技领域，共同源自希腊或拉丁的英语和法语中常用的词汇如下：从表4中可以看出，希腊文、拉丁文的前缀和后缀在英语和法语词汇中是共同存在的，这些同源词汇词义完全相同，其词形稍有不同；同时细细比较会发现，表格中的英、法语词汇，其词形差异处都带有本语言的鲜明特色，比如anthropoligie法/anthropology英（人类学）和biologie法/ biology英（生物学）这两组词汇，虽然词根相同，但是词尾却又差异：-ie为法语中特有的词尾，一般指名词，以学科类名词居多，如biologie（生物）, géograhie（地理）, psychologie（心理学）, philosophie（哲学）, technologie（技术）等；-y是英语中特有的表示名词的词尾，如biology, geography, psychology, philosophy, technology［2］等。

2.同形异义。

英语、法语还存在词形完全相同，词义却不同的词汇，要特别注意分辨。

如but(英“但是”法“目标”)，pardon(英“请再说一遍”法“对不起”)，lecture(英“讲座”，法“阅读)，voyage(英“航海、航行”，法“旅行”)［4］。

二、法语、英语缩略词对比除了基本词汇以外，英语和法语在缩略词方面还是有可比性的，有重合，更有不同。

对于国际上通用的机构等名词，法语有时会借用英语的表达法，如UNESCO（联合国教科文组织）、OTAN（北大西洋公约组织）、FIFA（国际足协）；但大多数情况下也有所区别，其差异更多的体现在词语的顺序上，如欧盟（英EU，法UE）, 联合国（英UN, 法ONU）,中国共产党（英CCP, 法PCC），但有些经常使用的缩略语却毫不相同，比如CEO（法PDG），AIDS（SIDA）。

［5］当然，除了这些通用的缩略语之外，还有法国所特有的缩略语，如TGV（高铁）,RER（城际快铁）等。

仔细区分英法缩略语中相同、相似或不同之处，有利于更好地理解法语缩略词及法国文化。

三、法语、英语组成复合词。

法英复合词的组成，有很多类似之处，也有差异英语、法语有些复合词是相同的，比如wagon-restaurant(餐车)；但大多数都是类似而不同，如方位词：le nord法/英north（北）, le sud 法/英south(南), l’est法/英east（东）, l’ouest法/英west(西), 在组成复合词的时候英语和法语的单词组合顺序是一样的，即南北在前，东西在后，与汉语恰恰相反，如nord-est (northeast), nord-ouest (northwest), sud-est (southeast), sud-ouest (southwest)；像这样构词顺序相同词形类似的英语、法语复合词还有grand-père法/grandfather英（爷爷）, grande-mère法/grandmother英（奶奶）, sourd-muet法/deaf-mute 英（聋哑）等。

因为法、英毕竟是两种语言，各自文化背景也不同，更多的复合词是完全不同的。

如belle-fille法/daughter in law英（儿媳）, beau-fils 法/son in law英（女婿），pomme de terre法/ potato英（土豆），arc-en-ciel 法/rainbow英（彩虹），rouge-brique法/brick-red英（砖红）。

（下转第121页）语文学刊·外语教育教学2013年第3期LANGUAGETang Juan / Language and Gender —Manifestations and Roots of Its Differences［作者简介］唐涓，女，湖南省邵阳市，四川外语学院成都学院外事管理系助教，研究方向：语言与文化、二语习得。

Language and Gender —Manifestations and Roots of Its DifferencesTang Juan（Chengdu Institute, Sichuan International Studies University, Chengdu, Sichuan, 611844）［Abstract］It is strongly believed that language is closely related to gender of the speaker. In the thesis, the author points out that man and woman use language differently in several aspects, such as phonology, morphology. The deep roots include different growing-up environments, different social roles and so on.［Key words］language,gender,manifestations,roots［中图分类号］H313［文献标识码］A［文章编号］1672\|8610(2013)03\|0022\|02I. IntroductionThe study of language and gender has always been discussed by many professors. Ever since the 1960s especially after the women’s movement, many articles concerning gender differences in languages appeared in the world. However, most previous studies focus more on the language discriminations, while few researchers have made a thorough study on the deep roots of language differences. As a result, it’s quite necessary to carry out present study.Ⅱ. Manifestations of Gender DifferencesThe differences of gender in language mainly manifest in the following aspects.To begin with, it manifests in phonological field. Phonological differences between the speech of men and women have been noted in a variety of languages. In Gros Ventre, an Amerindian language of the northeast United States, women have palatalized velar stops where men have palatalized dental stops, e.g. female kjatsa “bread” and male djatsa. Moreover, any use of female pronunciations by males is likely to be regarded as a sign of effeminacy. In a northeast Asian language, Yukaghir, both women and children have /ts/ and /dz/ where men have /tj/ and /dj/. Old people of both sexes have a corresponding /cj/ and /jj/. Therefore, the difference is not only sex-related, but also age-graded.Next, it manifests in morphology and vocabulary field. Lakoff (1973) claims that women use color words like mauve, beige, aquamarine, lavender, and magenta but most men do not. She also maintains that adjectives such as adorable, charming, divine, lovely, and sweet are also commonly used by women but only very rarely by men. Women are also said to have their own vocabulary for emphasizing certain effects on them, words and expressions such as so good, such fun, exquisite, lovely, divine, precious, adorable, darling, and fantastic. Furthermore, the English language makes certain distinctions of a sex-based kind, e.g., actor —actress, waiter —waitress, and master —mistress. Some of these distinctions are reinforced by entrenched patterns of usage and semantic development. For example, governor and governess have developed quite different ranges of use and meaning, governor means a member of a committee that controls an organization or institution, while governess means a female teacher who lives with a family and educates their children at home. Lakoff cites numerous examples which have quite different associations in English. A particular telling example is the differences between “He’s a professional.” and “She is a professional.” As the word professional in the latter sentence implies that the female is a prostitute. Other investigators have documented the same phenomenon in other languages, for example in French uses of garcon and fille.Third, it manifests in intonation patterns, paralinguistic system and non-verbal behaviors adopted by different gender. When turning to certain grammatical matters in English, it is found that Brend (1975) claims that the intonation patterns of men and women vary somewhat, women using certain patterns associated with surprise and politeness more often than men. In the same way, Lakoff says that women may answer a question with a statement that employs a rising intonation pattern associated with making a firm statement. According to Lakoff, women do this because they are less sure about themselves and their opinions than men.In the last, it manifests in conversation field where female and male talk about different topics. One analysis of how women are presented in a set of cartoons produced some interesting findings (Kramer, 1974). The cartoons were taken from thirteen issues of The New Yorker magazine published between Feb. 17 and May 12, 1973. The analysis showed that, when both sexes were presented in the cartoon, men spoke twice as much as women. In the cartoons men and women also spoke on different topics, with men holding forth on such topics as business, politics, legal matters, taxes, and sports, while women on social life, books, food and drink, life’s troubles, and life style. There was also some evidence that the use of words like nice and pretty was sex-linked.Ⅲ. Deep Roots of Gender DifferencesFor the roots of gender differences, there exist many different explanations. Ronald Wardhaugh’s view is that men’s and women’s speech differ because boys and girls are brought up differently and men and women often fill different roles in society. This idea is strongly supported by Deborah Tannen. According to Deborah Tannen, who is undoubtedly the best-known proponent of the claim that women and men have been raised to live in different sub-cultures. Consequently, in Tannen’s words, cross-sex communication in language means “cross-cultural communication”. Supporters for this idea claim thatlanguages can be sexist, which is supported by the following three points. First, men and women are biologically different and that this difference has serious consequences for gender. Women are predisposed psychologically to be involved with one another and to be mutually supportive and non-competitive, while men are innately predisposed to independence and vertical rather than horizontal relationships, such as to power rather than to solidarity. The second reason is that social organization is best perceived as some kind of hierarchical set of power relationships. This is a social rather than a psychological fact. Language behavior reflects the social dominance of men. It is they who try to take control, to specify topics, to interrupt, and so on. The third reason, which does not actually deny the second one, is that men and women are social beings who have learned to act in certain ways. Language behavior is largely learned behavior. Men learn to be men and women learn to be women, linguistically speaking.Another explanation is that gender differences in language may be social in origin rather than linguistic. This can be proved by the study of norms and norm-breaking in Malagasy (Keenan, 1974). Among the Malagasy, men do not put others in situation in which they may lose face. They use language subtly, try to maintain good communication in their relationships, and avoid confrontations. However, women do not follow the same set of rules. They openly and directly express anger towardothers. In the society, it is the men who are indirect and the women who are direct. But the most interesting fact is that it is indirectness of speech that is prized in Malagasy society and regarded as traditional and it is the men who employ it. On the other hand, direct speech is associated with a loss of tradition and is found among women and children. Women are definitely inferior to men in this society too. Consequently, the speech of the two sexes reflects their relationship within the total society can be seen from this example.The third explanation is that the differences between women and men in ways of interacting may be the result of different socialization and acculturation patterns. If people learn the ways of talking mainly in single-sex peer groups, then the patterns people learn are likely to be sex-specific. And the kind of miscommunication which undoubtedly occurs between women and men will be attributable to the different expectations each sex has of the function of the interaction, and the ways it is appropriately conducted. (Holms, 1992)All in all, most of the differences can be explained by the different positions men and women occupy in society. As they hold different positions in society, men and women fulfill roles differently. Generally speaking, men have more power and may be more assertive; women tend to be kept “in their place” but aspire quite often to a different and “better”place. Women therefore appear to be more conscious of uses of language which they associate with their “betters” in society, that is, those they regard as being socially superior.Ⅳ. ConclusionA major issue in the sociolinguistics of speech is the relationships between gender and language. Gender difference is quite common in languages; it does not only exist in English, but also in other languages, such as French, Germany. People of different genders live in society together and they are influenced by different languages used by their genders．As a result, in communication，gender differences should always be taken into consideration. By writing this thesis, the author wants to provide some hints to cross-sex communication. However, in the thesis, the author did not talk much about sex discrimination in language, which requires further study.【References 】［1］Lakoff, R. 1975. Language and Women’s Place［M］.New York: Harper & Row.\[2\] Wardhaugh, R. 2000. An Introduction to Sociolinguistics ［M］.Foreign Language Teaching and Research Press.\[3\] Holmes, J., Meyerhoff. M. 2003. The Hand Book of Language and Gender［M］.Blackwell Publishing Ltd.\[4\] Ralph Fasold. 2000. The Sociolinguistics of Language ［M］.Foreign Language Teaching and Research Press.四、结语英语和法语在词汇上的共同点和差异，在法语二外教学中，经常会涉及。