高中英语同义词辨析教学的困境与突破——语料库辅助路径探究

Challenges and Breakthroughs in Teaching Synonym Discrimination in High School English—A Corpus-Assisted Approach

摘要: 同义词是高中英语词汇教学的重点与难点，也是高考完形填空、词汇运用与写作题型的核心考点。传统教学多依赖词典释义与教材孤立例句，难以系统呈现同义词的真实语用差异，导致学生普遍存在“词义混淆、搭配误用”的问题。本文以Sinclair的扩展词汇单位(ELU)模型为分析框架，基于英国国家语料库(BNC)与Sketch Engine工具，以高中阶段高频同义词preserve与conserve为研究对象，从词频、类联接、词语搭配、语义偏好与语义韵五个维度系统辨析二者的使用异同。研究表明，语料库辅助方法能够直观还原母语者的真实用词规律，为高中英语同义词教学提供客观、可操作的教学素材与辨析路径。基于研究结果，本文提出了面向高中课堂的同义词教学实施策略，可为一线教师优化词汇教学模式、提升学生词汇语用能力提供实践参考。

Abstract: Synonym discrimination is both a key and a difficult point in senior high school English vocabulary teaching, and also a core test point in the college entrance examination, including cloze tests, vocabulary application and writing tasks. Traditional teaching mostly relies on dictionary definitions and isolated examples from textbooks, which fails to systematically present the actual pragmatic differences between synonyms, leading to widespread problems among students such as confused word meanings and misused collocations. Grounded in Sinclair’s model of Extended Lexical Units (ELUs), this study takes the high-frequency synonyms preserve and conserve as research objects, and adopts the British National Corpus (BNC) and Sketch Engine as research tools to systematically analyze their pragmatic similarities and differences from five dimensions: frequency, colligation, collocation, semantic preference and semantic prosody. The findings indicate that the corpus-based approach can intuitively restore the authentic language use patterns of native speakers, and provide objective and operable teaching materials as well as discrimination approaches for senior high school English synonym teaching. On the basis of the research results, this paper puts forward implementation strategies for synonym teaching in senior high school classrooms, which can offer practical references for front-line teachers to optimize vocabulary teaching modes and improve students’ lexical pragmatic competence.