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内容简介
“字词的构成理据是一个值得探讨的话题。字词的构成是以任意性为重还是以理据性为重也是语言学界长期讨论并存在争议的问题。以此话题为研究对象的论文颇具挑战性。近年来，国内语言学界过多地强调了语言的象似性特征而忽略了索绪尔的任意性学说。任意性是符号的一般特征，具有复合型的一般性理论意义。语言符号的任意性是一般符号任意性的一种佐证。基础语言符号是任意性的，而语言的理据则体现在规则中。
符号的任意性实质在于，其所指因认知方式不同而有差异，其能指具有更多的不确定性。本文研究的范围仅限于英语新词的语义理据而非原始词汇或初创词汇的语义理据，这就缩小了话题的范围，为研究的深入提供了便利。作者认为词汇的理据原则和任意性原则共存，它们都是语言的本质属性。
论文分析合理，详略得当，具有一定的深度，为语言学习者提供了可以遵循的构词原则，具有理论指导价值。”
作者简介
胡海鹏，浙江大学宁波理工学院讲师，硕士研究方向：话语分析和应用语言学研究。主持教育部项目1项(项目号10YIC740039)，主持浙江省社科联以及宁波市教育规划项目各1项、在《现代外语》、《当代语言学》、Language in Society(SSCI)等国内外期刊上发表论文20余篇。
施亚波，浙江大学宁波理工学院讲师，硕士研究方向：话语分析和应用语言学研究。
吴会芹，浙江大学宁波理工学院副教授，硕士.应用语言学研究所副所长，美国麻省理工学院语言哲学系访问学者（2007年9月一2008年2月）研究方向：理论语言学、生成语法和词汇学主持浙江省社科规划课题1项、浙江省社科联社科普及重点课题1项、其他课题若干项、主要著作：《叩响通天塔之门——我在麻省理工学院做高访》，在《现代外语》、《外国语》、《外语电化教学》等国内外学术期刊上发表多篇论文。
试读
Chapter One Introduction
This chapter gives a brief introduction to the whole study concerning the following issues:
Why did the author choose motivations of new English lexis as her topic?
What is the present situation on the study of this topic?
What will this study aim to achieve?
What is the practical and theoretical significance of this study?
What is motivation?
How’s the classification of motivation?
1.1 Brief Introduction to Motivation
For a better understanding of the issue, we need to answer two questions before getting started. First, are linguistic signs arbitrary or motivated? Based on the answer to this question, the question that follow might be: from which perspective can new English lexis be motivated?
Answering the first question involves a literature review concerning the relationship between the arbitrariness and motivation (see Chapter Two). Regardless of Saussure’s explanation, generally speaking, the interpretations over the two fall into three main categories: the either-arbitrary-while-or-motivated one; the some-arbitrary-while-others-motivated one; and the both-arbitrary-and-motivated one.
The fact that interpretations to the principle of arbitrariness vary from individual, indicates that the issue with respect to the relationship between motivation and arbitrariness is quite controversial and meanwhile hard to tackle. The fact that, for nearly half a century, the most intense arguments in linguistic field have been oriented around Saussure’s principle of arbitrariness, suffices to explain Saussure’s profound influence in the evolution of language studies. For a long period of time, more studies on the issue whether linguistic signs are arbitrary or motivated have been conducted, while little investigation on motivations as an independent issue has been made. As the only work focusing on “motivation”, A Study on Linguistic Motivations（王艾录，司富珍，2002）is a real find. Unfortunately, most of the samples exemplified are taken from the languages as Chinese, with only a few from ther languages as English. We could hardly find any other English or Chinese versions of motivations of English words, especially of new English lexis. Theoretically speaking, the academic shortage on this issue motivates us to conduct further investigation on the issue of “motivation”, the subdivision of the study on arbitrariness.
This limited study tries to investigate the motivations of English lexis, in particular, the new words included in dictionaries within a couple of decades. By examining the morphological motivations of new English lexis, we find the new English lexis not only shares some motivations with English lexis, but also has its unique motivations. Compared with English vocabulary, the new English lexis is more motivated simply because most of the new English words are compounds, loan words and abbreviates, being more highly motivated（王艾录，司富珍，2002；朱永生，2002）.Morphological motivations provide learners with some rules to follow, creating a linking association between the well-known and the new, so that the former may remind the learners of the latter. In the process of investigating semantic motivations of new English lexis, we intend to find some rules for English learners to follow. The creation of new English lexis is not only related to man’s physical activities but also associated with man’s mental activities (see Chapter Five). Semantic motivations help to arouse learners’ interests in word building, for each word tells an interesting story. It is for this reason that we conduct the book mainly from morphological and semantic perspectives.
In this book, the main samples were collected from related publications or through the Internet, some of which can be found in new dictionaries, while some can only be found in on-line dictionaries.
As to the criteria of new lexis, we combine the definitions by Lin Cheng-zhang (2005 3rd Edition: 130), Knowles (1998: iii), Mckean (2003: viii-ix) and by an editor of Merriam-Webster’s Collegiate Dictionary.①(2003: 11th Edition) We conclude that neologism or new lexis refers to any newly coined or existing words, phrases or senses that have been in constant use or have become the vogue since the 1960s. Thus, the samples collected in this study are those that have been emerging into the English vocabulary since the 1960s.
Practically speaking, the burden of learning lexis is the amount of effort needed to learn and memorize. Unfortunately, while making an extra effort to memorize new words they meet, learners often feel helpless and even frustrated. In this case, many teachers, even some scholars have been racking their brains for more effective ways to tackle this problem. Some create a link between the word form and its meaning by imagining an image similar to the word form so that learners may easily associate the form with its spelling (see pictographic motivations). Others bridge a link between a new word and the one they are familiar with, so that the latter one may easily remind the learner of the former. This is because there is a link between the new and the used one. Other possible techniques are to take advantages of affixes and roots (see morphological motivations). Although the techniques mentioned above seem rather bizarre at first, their effectiveness lies in its association that holds between the form and meaning of the new word by using aural and imagery cues. This is why many publications on mnemonic techniques in vocabulary learning, though academically controversial, have been commercially successful. The present situation has inspired our enthusiasm in the study of “lexical motivations”.