轮机英语和大学英语四级词汇音节数及频率分布对比分析

摘要

词长研究至今有160多年的历史，其研究结果可以作为个人风格的指标。本文以音节为单位，以一百万词的轮机英语语料库和十一万词的大学英语四级语料库为基础，依托大量的统计计算，对轮机英语和大学英语四级词汇及其特有词汇的平均词长和频率分布进行了对比分析。其中，对轮机英语特有词的高频词和低频词，人名，地名及一次词进行了分析。本文采用了幂律函数模型y=Ax-b验证了轮机英语中复合词的词汇音节数及音节长度关系的理论假设。
　　研究结果表明，轮机英语词汇的平均词长及最大词长都大于大学英语四级词汇;在频率分布方面有部分差异但构不成显著差异;轮机英语倾向于使用更多连字符连接的复合词;轮机英语中的人名和地名相对较短但难于记忆，原因在于它们的特有词源以及学生们对它们熟悉程度不够;一次词的平均词长均大于相对应所有词汇的平均词长，顺序如下:轮机英语特有词＞轮机英语＞大学英语四级特有词＞大学英语四级＞共有词（按四级英语词频检索）＞共有词（按轮机英语词频检索）;幂律函数模型y=Ax-b能够很好描述轮机英语词汇音节数及音节长度的关系。

目录

声明

摘要

ABSTRACT

List of Abbreviations

Contents

Chapter 1 Introduction

1．1 Research Background

1．2 Importance and Research Questions of the Study

1．2．1 Importance of Lexical Study

1．2．2 Significance of Word Length and Wbrd Length Frequency Study

1．3 Introduction to MEE and CET4

1．3．1 Introduction to MEE

1．3．2 Introduction to CET4

1．4 Layout of the Thesis

Chapter 2 Literature Review

2．1 History and Major Models for Word Length Study

2．1．1 History of Word Length study

2．1．2 Major Models for Word Length Frequency Distribution

2．2 On the Definition of Word

2．3 On Syllable

2．3．1 Syllable Structure

2．3．2 Syllable Division

2．3．3 Syllable as Measuring Unit of Word Length

2．4 ESP

2．5 Hapax legomena

2．6 Coefficient of Determination

Chapter 3 Methodology

3．1 Research Methodology

3．1．1 Corpus-based Approach

3．1．2 Quantitative Linguistics Method

3．2 Corpora Used

3．2．1 Classification of Corpora

3．2．2 CET4

3．2．3 MEE

3．3 Tools for Data Collection and Analysis

3．3．1 Perl Programming Language

3．3．2 SPSS

3．4 Procedures for Data Collection

3．4．1 Tokenization

3．4．2 Lemmatization

3．4．3 The Computation of Syllabic Word Length

Chapter 4 Results and Analysis

4．1 Comparison of Mean Syllabic Word Length and Frequency Distribution Between CET4 and MEE

4．1．1 Comparison of Mean Syllabic Word Length Between CET4 and MEE

4．1．2 Comparison of the Frequency Distribution Between CET4 and MEE

4．2 Words Shared by CET4 and MEE

4．3 Comparison Between MEE-only Words and CET4-only Words

4．3．1 Comparison of Mean Syllabic Word Length Between MEE-only Words and CET4-only Words

4．3．2 Comparison of Frequency Distribution Between MEE-only Words and CET4-only Words

4．4 MEE-only Vocabulary

4．4．1 Syllabic Features of High Frequency and Low Frequency Words in MEE-only Vocabulary

4．4．2 Personal Names and Place Names in MEE-only Vocabulary

4．4．3 Word Origins in MEE-only Vocabulary

4．5 Syllabic Word Lengths of Hapax legomena in MEE，CET4，Shared Words，MEE-only Words and CET4-only Words

4．6 The Relation Between Syllabic Word Length and Syllable Length

Chapter 5 Conclusion

5．1 Major Findings of the Study

5．2 Some Pedagogical Implications

5．3 Limitations and Suggestions for Further Study

References

Appendix Ⅰ

Appendix Ⅱ

Acknowledgements

Resume