大學(xué)漢英學(xué)習(xí)詞典模式構(gòu)建

Preface by Professor Jianhua HUANG
Acknowledgments
內(nèi)容提要
Abstract
　Chapter Ⅰ Introduction
　1.1 Research objective
　 1.2 Research rationale
　　　1.2.1 Rationale for studying dictionary use in CET
　1.2.2 Rationale for designing a CCELD
　 1.3 Research approach
　1.4 Outline of the book
PART Ⅰ DICTIONARY USE STUDY
　Chapter 2 Literature Review on Dictionary Use Study
2.1 Necessity of dictionary use study
　 2.1.1 Necessity of studying dictionary users
　 2.1.2 Necessity of studying dictionary use empirically
　2.1.3 Summary
　 2.2 Research areas in dictionary use study
　 2.2.1 Hartmann's classification
　2.2.2 Hulstijn & Atkins's classification
　 2.2.3 Tono's classification
　 2.2.4 Cowie's classification
　2.2.5 Summary
2.3 Research questions
2.3.1 Wiegand's research questions
2.3.2 Hartmann's review of hypotheses about dictionary users
2.3.3 Summary
2.4 Theoretical framework
2.4.1 Nesi's model
2.4.2 Scholfield's model
2.4.3 Hartmann's model
2.4.4 Bogaards's model
2.4.5 Luo, Wang and Cao's model
2.4.6 Summary
2.5 Research methodology
2.5.1 Hartmann's classification
2.5.2 Tono's classification
2.5.3 Summary
2.6 Main findings of dictionary use studies
2.6.1 Dictionary ownership, preference and frequency of dictionary Use
2.6.2 Strategies in dictionary use
2.6.3 Factors affecting dictionary use
2.6.4 Degree of satisfaction with dictionary use
2.6.5 Effect of dictionary use
2.6.6 Training of dictionary use competence
2.6.7 Dictionary use in vocabulary acquisition
2.6.8 Studies on dictionary use in L1-L2 translation
2.7 Concluding remarks
Chapter 3 Sociopsychological Study on Dictionary Use
3.1 Research areas
3.2 Research questions
3.3 Theoretical framework
3.3.1 The model
3.3.2 The main factors
3.4 Research methodology: Questionnaire
3.4.1 Purpose
3.4.2 Participants
3.4.3 Material.
3.4.4 Procedure
3.5 Research findings and discussion
3.5.1 Ownership of dictionaries
3.5.2 Motivation to buy dictionaries
3.5.3 Attitude towards dictionaries
3.5.4 Guide-reading for using dictionaries
3.5.5 Frequency of using dictionaries
3.5.6 Satisfaction with the use of dictionaries
3.5.7 Training in dictionary use
3.5.8 Necessity of and expectations on a CCELD
3.6 Concluding remarks
Chapter 4 Psycholinguistic Study on Dictionary Use
4.1 'Research areas
4.2 Research questions: CET test
4.3 Research questions: Think-aloud protocol
4.4 Theoretical framework: Overview
4.5 Theoretical framework: A psycholinguistic model of CET
4.5.1 The model
4.5.2 Main components
4.5.3 Main procedures
4.6 Theoretical framework: A 15-sycholinguistic model of dictionary use in CET
4.6.1 The model
4.6.2 The main procedures
4.7 Research methodology: CET test
4.7.1 Purpose
4.7.2 Participants
4.7.3 Material
4.7.4 Procedure
4.8 Research methodology: Think-aloud protocol
4.8.1 Purpose
4.8.2 Participants
4.8.3 Material
4.8.4 Procedure
4.9 Research findings and discussions: CET test
4.9.1 Target lexical items for dictionary use
4.9.2 Dictionaries used
4.9.3 Purposes of dictionary use
4.9.4 Dictionary components consulted
4.9.5 Utilization of dictionary information
4.10 Research findings and discussions: Think-aloud protocol
4.10.1 Target lexical items for dictionary consultation
4.10.2 Dictionaries used
4.10.3 Purposes of dictionary use
4.10.4 Utilization of dictionary information
4.11 Concluding remarks
PART Ⅱ MODEL BUILDING
Chapter 5 Theoretical Basis
5.1 Dictionary typology
5.1.1 Hartmann's typology of pedagogical dictionaries
5.1.2 The type of CCELD
5.2 Dictionary structure
5.2.1 Overview
5.2.2 Megastructure
5.2.3 Microstructure
5.2.4 Mediostructure
5.2.5 Access structure
5.2.6 Distribution structure
5.3 Dictionary models
5.3.1 Yuan's CELD model
5.3.2 Laufer's 'bilingual dictionary plus' model
5.4 Concluding remarks
Chapter 6 Empirical Basis
6.1 Results on sociopsychological factors
6.2 Results on psycholinguistic factors
6.3 Concluding remarks
Chapter 7 Dictionary Basis
7.1 Target users, purposes and features
7.1.1 MCED (1988)
7.1.2 CED (1997)
7.2 Overall information
7.2.1 Table of contents
7.2.2 Basic information
7.3 Entry information
7.4 Concluding remarks
Chapter 8 A Model of a CCELD
8.1 Overview
8.2 General principles
8.3 Specific principles on the CCELD
8.3.1 Principles on megastructure of the CCELD
8.3.2 Principles on outside matter of the CCELD
8.3.3 Principles on front matter of the CCELD
8.3.4 Principles on middle matter of the CCELD
8.3.5 Principles on back matter of the CCELD
8.3.6 Principles on macrostructure of the CCELD
8.3.7 Principles on microstructure of the CCELD
8.3.8 Principles on mediostructure structure of the CCELD
8.3.9 Principles on access structure of the CCELD
8.3.10 Principles on distribution structure of the CCELD
8.4 Concluding remarks
Chapter 9 Conclusion
References
Appendix I Tools for Studying Dictionary Use in CET
Appendix II Raw Data of the Study by Think-aloud Protocol
Appendix III A Report on a Study on Dictionary Use in Vocabulary Acquisition