Chapter 1 Introduction
In order to improve efficiency in learning English vocabulary and grammar, andbecause more and more learners realize that the rote often doesn't operate effectivelynow, researchers pay close attention to the relationship between them. The concept ofsemantic prosody may be a kind of method to enhance interest in learning lexis andgrammar and it may provide some implications for English teaching. Thus, the thesis isa tentative investigation to offer some material for other researchers in the future.This chapter offers a brief introduction to this thesis, which includes backgroundinformation, significance of the research, the research targets and an organization of thewhole thesis.
为了提高效率，在学习英语的词汇和语法，因为越来越多的学生意识到，死记硬背往往不会有效运作现在，探讨人员密切关注它们之间的联系。语义韵律的概念可能是一种措施，以提高兴趣在学习词汇和语法，英语论文网站，它可以提供一些对英语教学的作用。因此，本文是一个试探性的调查，以提供其他探讨人员在未来的一些材料。本章提供简要介绍了这篇论文，英语论文范文，其中包括背景资料，探讨意义，探讨目标和组织整个论文。
1.1 Background of the Thesis
Some English words which are used for a long period in a typical way have atendency to attract each other, or even nearly exclusively attract. These words canroughly co-occur with the same or similar semantic features. Then, these words oftenshare with the same node word. Therefore, the certain lexical item is permeated with thesame semantic features, and simultaneously the context forms a particular semantic aura.This specific collocational phenomenon is known as semantic prosody.In 1993， Bill Louw first showed the concept of semantic prosody to the public.With the development of corpus linguistics and a great deal of data, many linguists andresearchers investigate this phenomenon and have found many unrecognized usages ofword. Louw defines semantic prosody as "the consistent aura of meaning with which alexical item is imbued by its collocates" (Louw, 1993: 156-159). Hence, researchers canacquire the tendency of a lexical item from the semantic prosody feature of thecollocation of a certain word. Sinclair has found out that the meaning of a word isusually mingled with the circumstance where it appears. And many corpus researchers(Sinclair, 1991; Louw, 1993; Stubbs, 1995; Partington, 1998; Wei, 2017) have also paidmore and more attention to this phenomenon and studied it in depth in the basis ofcorpora. Definitely, semantic prosody is classified into three primary types: positivesemantic prosody, negative semantic prosody, and neutral semantic prosody (Stubbs,1996).
In China, this linguistic phenomenon of semantic prosody, in nearly a decade, hasaroused great academic enthusiasm of Chinese scholars, such as Wei (2017, 2017), Sun(2017), Wang and Wang (2017), etc. They have distinctly made great contributions to itstheoretical frames, research approaches, References for English teaching and learning.Besides semantic prosody, there is another phenomenon, degree adverbs (DAs),that is usually neglected. DAs serve as devices for highlighting or evaluating certainportions of background information in the discourse and bring them to the attention ofthe hearer in the speaker's/hearer's world. Halliday in his Functional Grammar (1994:81-83) presented that the metafunction is revealed by all the cultures in language, and inthis book he divided lexicogrammar into three metafiinctions: ideational, interpersonaland textual. From his point of view, language is the instrument of communication and itcan act out social relationships; thus, interpersonal metafunctio
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