英语本科毕业论文：浅谈中学英语教学活动中同形异义词和多义词的区分问题的学习要领

重庆南方翻译学院本科毕业论文中文题目浅谈中学英语教学活动中同形异义词和多义词的区分问题的学习要领外文题目ANANALYSISONTHELEARNINGPRINCIPLESOFDISTINCTIONSBETWEENHOMONYMYANDPOLYSEMYINMIDDLESCHOOLENGLISHTEACHING院系英语语言学院专业英语教育年级2007级学号071500440121学生严元媛指导教师王昊灿结稿日期2011年4月30日四川外语学院重庆南方翻译学院教务处制2011年4月30日填I浅谈中学英语教学活动中同形异义词和多义词的区分问题的学习要领摘要人们历来重视对同形异义词的研究。但是词汇演变的情况十分复杂，同形异义词在演变过程中与多义词往往有交叉现象。某些词兼有同形异义词和多义词的内容，稍不注意，就可能混淆，因此很有必要掌握二者的区分问题。同形异义词和多义词是语义学领域里面一对难以分认清楚的概念。特别是在中学英语教学活动中，两者的区分问题给许多英语学习者在理解单词的确切意思上带来了麻烦。论文首先从理论的角度阐述了同形异义词与多义词的定义。随后作者谈到了同形异义词与多义词的来源和区别。然后，本文分析出中学英语教学活动中，学生对学习两类词汇所存在的问题。最后，作者针对存在的问题，通过老师和同学两个方面，分别提出对策。通过本文的写作，笔者希望本文的浅析能帮助中学英语学习者解决英语学习过程中学习和掌握同形异义词和多义词的区分问题，提高学生学习英语的兴趣。关键词同形异义词；多义词；中学英语教学；学习要领IIANANALYSISONTHELEARNINGPRINCIPLESOFDISTINCTIONSBETWEENHOMONYMYANDPOLYSEMYINMIDDLESCHOOLENGLISHTEACHINGABSTRACTPEOPLEHAVEALWAYSTHOUGHTHIGHLYOFRESEARCHINGHOMONYMYHOWEVER,THEEVOLUTIONOFVOCABULARYISEXTREMELYCOMPLICATEDDURINGTHEPROCEDUREOFEVOLUTION,THEREARECROSSCONNECTIONSBETWEENHOMONYMYANDPOLYSEMYSOMEWORDSCONTAINCONTENTSBOTHWITHHOMONYMYANDPOLYSEMYITISEASYFORENGLISHLEARNERSTOBECONFOUNDEDTHROUGHANOVERSIGHTTHEREFORE,ITISQUITEESSENTIALTOMASTERTHEDISTINCTIONSBETWEENHOMONYMYANDPOLYSEMYTHECONCEPTSOFHOMONYMYANDPOLYSEMYOFTENGETMUDDIEDINSEMANTICSINTHEMIDDLESCHOOLENGLISHTEACHING,ESPECIALLY,DISTINCTIONSOFTHETWOPOSEALOTOFDIFFICULTIESTOENGLISHLEARNERSONTHEUNDERSTANDINGOFTHEEXACTMEANINGSINTHEFIRSTPARTOFTHEPAPER,THEAUTHORTHEORETICALLYELABORATESTHEDEFINITIONSOFHOMONYMYANDPOLYSEMYTHEN,THEAUTHOREXPLAINSTHEORIGINSANDDISTINCTIONSBETWEENHOMONYMYANDPOLYSEMYAFTERTHATTHEAUTHORANALYSESTHEPROBLEMSFORMIDDLESCHOOLSTUDENTSINSTUDYINGTHETWOWORDSINMIDDLESCHOOLSLASTLY,THEAUTHORPUTSFORWARDTHERELATEDSOLUTIONSBASEDONTHEPREVIOUSPROBLEMSFORTEACHERSANDSTUDENTSINTHISPAPER,THEAUTHOREXPRESSESHERWISHTOSOLVETHEPROBLEMSOFSTUDYINGTHEDISTINCTIONSBETWEENHOMONYMYANDPOLYSEMYINMIDDLESCHOOLENGLISHSTUDYINGANDFOSTERTHESEENGLISHLEARNERSWITHINTERESTINLEARNINGKEYWORDSHOMONYMYPOLYSEMYMIDDLESCHOOLENGLISHTEACHINGLEARNINGPRINCIPLEIIIACKNOWLEDGEMENTSFIRSTANDFOREMOST,IWOULDLIKETOEXPRESSMYHEARTFELTGRATITUDETOMYSUPERVISOR,LECTURERWANG,BOTHFORHERINTELLECTUALGUIDANCEANDFORHERWARMANDCONSTANTENCOURAGEMENTDURINGTHEPROCESSOFWRITINGTHISPAPERWITHPATIENCEANDPRUDENCE,SHELABOREDTHROUGHDRAFTSOFTHISPAPERANDPOINTEDOUTDEFECTSINMYTHEORIZINGTHEREFORE,IOWEALLTHEMERITSINTHISPAPER,IFANY,TOHER,THOUGHIAMFULLYAWARETHATTHEPAPERMIGHTSTILLCONTAINSOMEMISTAKES,FORWHICHIBEARTHEWHOLERESPONSIBILITYMYCORDIALANDSINCERETHANKSGOTOALLTHETEACHERSINTHEDEPARTMENTOFENGLISH,WHOSINTERESTINGANDINFORMATIVECOURSESHAVEBENEFITEDMEALOTDURINGMYCOLLEGEYEARSTHEPROFITTHATIGAINEDFROMTHEIRPROFOUNDKNOWLEDGE,REMARKABLEEXPERTISEANDINTELLECTUALINGENUITYWILLBEOFEVERLASTINGSIGNIFICANCETOMYFUTURELIFEANDCAREERIAMALSOVERYGRATEFULTOMYCLASSMATES,WHOHAVEGIVENMEALOTOFHELPANDCOURAGEDURINGMYSTAYINTHECOLLEGEANDTHROUGHOUTTHEPROCESSOFWRITINGTHISPAPERLASTBUTNOTTHELEAST，BIGTHANKSGOTOMYFAMILYWHOHAVESHAREDWITHMEMYWORRIES,FRUSTRATIONS,ANDHOPEFULLYMYULTIMATEHAPPINESSINEVENTUALLYFINISHINGTHISPAPER1CONTENTS中文摘要ABSTRACTACKNOWLEDGEMENTSINTRODUCTION1UNDERSTANDINGSOFHOMONYMYANDPOLYSEMY2ADEFINITIONSOFHOMONYMYANDPOLYSEMY2BORIGINSOFHOMONYMYANDPOLYSEMY4CDISTINCTIONSBETWEENHOMONYMYANDPOLYSEMY5PROBLEMSOFSTUDYINGTHETWOTYPESOFWORDSINMIDDLESCHOOLENGLISH8APROBLEMOFPRONUNCIATION8BPROBLEMOFREMEMBRANCE9CPROBLEMOFKNOWINGTHECULTURALDIFFERENCES10SOLUTIONSOFSTUDYINGTHETWOTYPESOFWORDSINMIDDLESCHOOLENGLISH12AAMELIORATIONINTEACHINGMETHODSOFTEACHERS12BENHANCEMENTINABILITIESOFSTUDENTS17CONCLUSION23NOTES24BIBLIOGRAPHY251ANANALYSISONTHELEARNINGPRINCIPLESOFDISTINCTIONSBETWEENHOMONYMYANDPOLYSEMYINMIDDLESCHOOLENGLISHTEACHINGINTRODUCTIONINOURCOUNTRY,ENGLISHSTUDYISALWAYSTHEPROBLEMFORMIDDLESCHOOLSTUDENTSANDTHEVOCABULARYISONEOFTHETHREECOREELEMENTSOFENGLISHANDFOUNDATIONOFENGLISHLEARNINGWITHTHEHIGHERREQUIREMENTOFENGLISHLEARNINGABILITYFORSTUDENTS,THEYMAYFINDTHATENGLISHISBECOMEMOREANDMOREDIFFICULTTOLEARNITISALSOAHARDNUTTOCRACKFORTHEENGLISHVOCABULARYOFHOMONYMYANDPOLYSEMYANDTHECONCEPTSOFHOMONYMYANDPOLYSEMYOFTENGETMUDDIEDINSEMANTICSINTHEMIDDLESCHOOLENGLISHTEACHING,ESPECIALLY,DISTINCTIONSOFTHETWOPOSEALOTOFDIFFICULTIESTOENGLISHLEARNERSONTHEUNDERSTANDINGOFTHEEXACTMEANINGSTHISPAPERISAIMEDATPUTTINGFORWARDSOMELEARNINGPRINCIPLESOFDISTINCTIONSBETWEENHOMONYMYANDPOLYSEMYINMIDDLESCHOOLENGLISHTEACHINGINORDERTOANALYZETHELEARNINGPRINCIPLESOFTHETWOTYPEWORDS,THEFIRSTANDFOREMOSTSTEPISTOHAVEANALLROUNDUNDERSTANDINGOFHOMONYMYANDPOLYSEMYWITHTHEKNOWLEDGEOFTHEDEFINITIONS,ORIGINSANDDIFFERENCESOFHOMONYMYANDPOLYSEMY,THENEXTSTEPISTOFINDOUTTHEPROBLEMSINLEARNINGENGLISHTHEN,ITISEASIERFORREADERSTOGETFAMILIARWITHTHEEXACTPRESENTPROBLEMSINMIDDLESCHOOLENGLISHLEARNINGANDAFTERTHAT,THEREADERCANLOOKFORTHECORRECTSOLUTIONSPUTFORWARDINTHETHIRDPARTTHEROLESOFLEARNINGTHEHOMONYMYANDPOLYSEMYAREESSENTIALINENGLISHSTUDYTHESESOLUTIONSWHICHMENTIONEDINTHISPAPERISAIMEDATMAKINGTHEDISTINCTIONSCLEAR,HELPINGMIDDLESCHOOLSTUDENTSINENGLISHLEARNINGANDASSISTINGTEACHERSINENGLISHTEACHING2UNDERSTANDINGSOFHOMONYMYANDPOLYSEMYADEFINITIONSOFHOMONYMYANDPOLYSEMYTHESTUDYOFPOLYSEMYANDHOMONYMYHASALONGHISTORYONTHEPHILOSOPHY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