英语歧义现象

英语歧义现象（精选8篇）

1.英语歧义现象 篇一

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An Analysis on Ambiguity in English1

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Abstract

Ambiguity is omnipresent in languages.There have been a lot of researches about ambiguity in the past.This paper makes a comprehensive analysis on the ambiguous structures in English and classifies categories of them based on the different causes: phonological ambiguity, lexical ambiguity, structural(grammatical)ambiguity and pragmatic ambiguity.The phenomenon of ambiguity, whenever and wherever it occurs, may directly lead to the comprehension of expression and communication.Phonetic ambiguity, that is, a word or a phrase sounds which has at least two meanings, which occurs only in spoken English but not in written English.Lexical ambiguity might cause much more complicated problems in the understanding of the language, for it exists not only in spoken form but also in written language.Its existence is attributed to certain ambiguous lexical items, namely to polysemous and homonymous words.In written language, the most important ambiguity phenomenon lies in structure.Structural ambiguity is also called grammatical ambiguity, which means “ambiguity caused by the varied interrelationships between words in a sentence.Even though none word is ambiguous, structurally it still generates ambiguity”.Structural ambiguity is often caused by the linear order of words in a sentence.It often takes place in spoken languages as well as in common phonetic materials.Pragmatic ambiguity denotes that the language expresses different purposes or meanings in the real application.Ambiguity analysis can help improve the ability in language understanding and language application.Key Words: phonological ambiguity, lexical ambiguity, structural ambiguity, pragmatic ambiguity

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摘要

歧义现象在语言中无所不在，在过去已有许多相关的研究。这篇论文将对英语中所存在的歧义现象做一个全面的分析。根据不同的原因，英语歧义现象总体来说可分为四大类：语音歧义，词汇歧义，结构歧义（语法歧义）和语用歧义。不论在任何时间任何地点出现歧义现象，都会对人们的理解和交流造成很大的困难。语音歧义是说一个单词或一个词组听起来至少有两个意思，这种现象只会出现在口语中。词汇歧义是指由于一词多意或同形异义的原因给人们的理解造成了许多困难。这种现象可存在于口语和书面语中。在书面语中，最重要的歧义是结构歧义，也叫语法歧义，它是由词与词之间不同的关系所造成的。即使一个句子中所有的单词都没有歧义，句子的结构也会造成歧义。语用歧义是指说话人在特定的语境中或上下文中使用不确定的或模糊的或间接的话语向听话人同时表达数种言外行为或言外之意。

关键词：语音歧义，词汇歧义，结构歧义，语用歧义

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Contents Introduction………… ……………………………………………………6 1.1 Definition of Ambiguity in English....................................................................6 1.2 Importance of the Present Study……………………………………………….6 Phonetic Ambiguity……………………………………………………….6 2.1 Phonetic ambiguity caused by homophones……………………………………7 2.2 Phonetic ambiguity caused by phrases…………………………………………7 2.3 Phonetic ambiguity caused by different breath groups and different intonation.7 2.4 Phonetic ambiguity caused by stress…………………………………………...7 Lexical Ambiguity………………………………………………………...8

3.1 Lexical Ambiguity caused by homonym………………………………………8 3.2 Lexical Ambiguity caused by polysemy……………………………………….9 Structural ambiguity…………………………………………………….10

4.1 Sententially structural ambiguity…………………………………………......10 4.2 Phrasally structural ambiguity………………………………………………...12 Pragmatic ambiguity…………………………………………………….13

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5.1 Pragmatic ambiguity caused by implication……………………………13 5.2 Pragmatic ambiguity caused by transcultural background………………..14 Conclusion………………………………………………………….15

毕业设计（论文）Introduction

1.1 Definition of Ambiguity in English Ambiguity, as is defined in the Webster‟s Third International Dictionary(许素波，Types of Ambiguity in English，1999-04), is “the condition of admitting of two or more meanings, of being understood in more than one way, or of referring to two or more things at the same time.” In ordinary books on linguistics, it is generally defined roughly as linguistic phenomenon that a word phrase or clause can have more than one interpretation.Ambiguity, as a pervasive feature of the English language, existing in both spoken and written forms, and occurs for a variety of reasons, such as the phonetic reason that in connected speech, two or more different strings of lexical items happen to take on the same phonological form as a result of sound liaison, the lexical reason, for instance, ambiguity can be given rise to owing to the homonymy and polysemy of the vocabulary, and the structural reason, namely ambiguity can also be attributed to different grammatical analysis of a phrase or clause.Ambiguity can exist in both spoken and written forms of English and arise through a variety of ways.From a purely linguistic point of view, however, ambiguity can be accounted for by mainly four factors: the phonetic, the lexical, the structural, and the pragmatic, hence four types of ambiguity occur: phonetic ambiguity, lexical ambiguity, structural ambiguity, and pragmatic ambiguity.1.2 Importance of the Present Study Through the present study of ambiguity, we can avoid misunderstanding caused by ambiguity effectively.Meanwhile, this can also help the learners improve their understanding and translation of English.Besides, by doing so, language users can get the effect of rhetorical speech of pun in order to enrich the language and make the language more humorous.What‟s more, the study of ambiguity in English may also help to confirm some universal features of language and university of people‟s thinking and may reveal some cultural differences.In short, the present study of ambiguity in English can arouse many people‟s interest and will help people to attain a better understanding of how language works in people‟s mind.During our time of learning English, we should attach more importance to it.Phonetic Ambiguity

Phonetic ambiguity, that is, a word or a phrase sounds that it has at least two meanings, occurs only in spoken English but not in written English(邱述德 英语歧义 1998).6

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2.1 Phonetic ambiguity caused by homophones Homophone means that a word that is pronounced like another word but has a different spelling or meaning(张韵斐 现代英语词汇学概论 2004).The examples analyzed below are several pairs of words which have the same sound but different meanings.If they appear in the spoken language, you will have difficulty in telling them apart.(1)a: He is sowing now.b: He is sewing now.sow and sew have the same pronunciation, however, sow in sentence a means “to plant or scatter seeds”, and sew in sentence b means “to join pieces of cloth together using a needle and thread”.(2)a: Throw the flower away.b: Throw the flower away.flower and flour are a pair of homophones, flower: noun, the part of a plant, often beautiful and colored, that produces seeds or fruit, flour: noun, power made from wheat and used for making bread or cakes.In spoken language, it is difficult for you to tell flower and flour apart.(3)a: He is flying to Oakland.b: He is flying to Oakland.Oakland in sentence a is a city of State California, but Oakland in sentence b is a city of New Zealand.They are a pair of homophones.(4)“When does the baker follow his trade?” “Whenever he kneads the dough.”

This example uses “need” and “ knead” which are a pair of homophones and added the polysemous word” dough”(In slang, this word means money),which makes it difficult for us to know that whether the baker begins his business when he needs the money or the baker begins his business when he rubs the dough.2.2 Phonetic ambiguity caused by phrases Phrases that are formed of more than one word usually contain the following elements: head, specifier and complement(The word around which a phrase is formed is termed head.The word on the left side of the heads are said to function as specifier.The words on the right side of the heads are complement)(戴炜栋 简明英语语言学教程 1989).If the end of one word is a consonant sound while the next begins with a vowel, the consonant sounds naturally to be the part of the next word.This phonetic rule, as everybody knows, is called sound-linking or sound liaison.This phenomenon as often as not cause ambiguity, for example, a bee feeder / a beef eater

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The two phrases sound similarly, however, the meaning of the former is absolutely different from the latter.The former means that a man who feeds bee, while the latter means that a man who eats beef.There are a lot of similar examples: a trained deer/ a train dear;a name / an aim;a nice girl / an ice girl;an ear-phone / a near phone.2.3 Phonetic ambiguity caused by different breath groups and different intonation(1)A range of sounds of some words which constitute a sentence pronounce together without stop called breath group(邱述德 英语歧义 1998).“Peter is a short story writer”

This sentence has two meanings because of different breath groups.One is that Peter is a story writer who is short(Peter is / a short / story writer), the other is that Peter is a writer who is good at writing short stories(Peter is / a short story / writer).(2)The rise and the fall of the voice in speaking, especially as this affects the meaning of what is said called intonation.“I beg your pardon”.If this sentence is said with a rising tone, it means “please say it again”.If it is said with a falling tone, it means “I am sorry, please forgive me”.2.4 Phonetic ambiguity caused by stress Stress means that a term used in semantic analysis to refer to a lexical item which has a range of different meanings(戴炜栋 简明英语语言学教程 1989).The peasant grows a lot of fruit.They eat what they can, and can what they cannot.In this sentence, when the verb “can” is stressed, it means “to preserve food by putting it in a can”, the sentence means they eat the food which is putted in a can.When it is unstressed, it means “be able to”, used as a modal verb, the sentence means they eat what they are be able to eat the amount of the food.Phonetic ambiguity sometimes does cause misunderstanding to people, yet it could be got rid of if enough attention is paid to the context in which the utterance concerned is made, and to the phonetic features of the language in speech.Lexical Ambiguity

Compared with the phonetic ambiguity, lexical ambiguity might cause much more complicated problems in the understanding of the language, for it exists not only in spoken form but also in written language.Its existence is attributed to certain ambiguous lexical items, namely to polysemous and homonymous words which bound in the English vocabulary.毕业设计（论文）

3.1 Lexical Ambiguity caused by homonym In the English, there are many pairs of groups of words, which, though different in meaning, are pronounced alike, or spelled alike, or both, such words are called homonyms(张韵斐 现代英语词汇学概论 2004).(1)He took the lead yesterday.This is a very simple sentence both lexically and structurally, but it is ambiguous.Here the ambiguity resides in the homographic word “lead”.Pronounced either as [li:d],meaning “a leading role or part” or as [led] meaning “a kind of metal”.Thus the sentence may be interpreted to mean either that “He took a leading part(in a certain activity)yesterday” or that “He took away the lead(a kind of metal)yesterday”.(2)After operation, he could not bear children.Here the perfect homonym “bear” must necessarily function syntactically as a verb, but the sentence itself can not tell which of the meanings was intended by the speaker or writer.Does it mean “give birth to;produce” or “put up with;tolerate”? In this case, the context in which the sentence is uttered or used often serves to remove the potential ambiguity.(3)He likes China(china).In this sentence, “China” and “china” may be said to be a pair of homophonic words.“China” with the first letter capitalized, denotes “a country in Asia”, while “china” with the first letter in its small form, means “crockery”.It is necessary to say that this kind of ambiguity caused by homophones, only exists in spoken English.Spell out, and the homophonic word will become disambiguated immediately.3.2 Lexical Ambiguity caused by polysemy A term used in semantic analysis to refer to a lexical item which has a range of different meanings(张韵斐 现代英语词汇学概论 2004).(1)The food is not hot.The word “hot” can be translated into “having a high temperature” or “spicy”.(2)He refused to pay for the board.Here ambiguity obtains on account of the polysemous word “board”.The sentence can either be interpreted as “He refused to give money for his meals” or as “He refuses to pay money for the councilors” or even as “He refuses to pay money for the “table”, etc.in the absence of the context.(3)She is an English teacher.This nominal phrase “an English teacher” can be comprehended in “a teacher from England” or “a teacher who teaches English language”.From the above for examples, a conclusion may be drawn that some sentences obtain ambiguity in both written and spoken form, while some, which are ambiguous in written form，毕业设计（论文）

may be free from the ambiguity in speech or vice verse.It is a fact that most ambiguous sentences of this kind will become disambiguated when provided with the context, but in not few cases they may cause confusion, uncertainty and misunderstanding in the mind of the listener or reader.It is also arranged on the part of literary men for stylistic purpose to achieve a variety of stylistic effects such as humor, irony, emphasis and contrast, etc.For example, a very commonly-used and effective rhetorical device, are the results of making use of polysemous and homonymous words purposely so as to make the sentences ambiguous.Structural ambiguity

In written language materials, the most important ambiguity phenomenon lies in structure.Structural ambiguity is also called grammatical ambiguity, which means “ambiguity caused by the varied interrelationships between words in a sentence.Even though none word is ambiguous, structurally it might still generate ambiguity”(何冬兰 On English Structural Ambiguity 2006-06).Structural ambiguity is often caused by the linear order of words in a sentence.It often takes place in spoken languages as well as in common phonetic materials.Structural ambiguity can be divided into two types, one is sententially structural ambiguity;the other is phrasally structural ambiguity.4.1 Sentential structural ambiguity

This kind of ambiguity only exists within a certain kinds of sentences, which are specially structured.Unlike phrasal structural ambiguity, it could not be discussed without the context of sentences.4.1.1 Caused by the simplified forms of comparative structure In English, adverbial clause of comparative degree is often abridged.It is easy to cause ambiguity.We can sort it out and analyze it.Example 1: I know him better than you.It can be explained as “I know him better than you do” or as “I know him better than I know you.”

Example 2: Lily likes Harry as well as Joe.It can be understood as “Lily likes Harry as well as Joe does” or as “Lily likes Harry as well as she likes Joe”.4.1.2 Caused by negative word “not”

In a sentence, if the predicate is negative, and being attached by an adverbial modifier, it might generate ambiguity.Example 1: Jessica didn‟t prepare her lessons well yesterday.毕业设计（论文）

This sentence could be explained as three structures:(1)Yesterday, Jessica didn‟t prepare her lessons well.(She did something else.)(2)Yesterday, Jessica prepared her lessons, but not well enough.(3)Jessica prepared her lessons well, but not in yesterday.Example 2: He didn‟t go because he was afraid.And this sentence has two different structures:(1)He was afraid, so he didn‟t go.(2)He went, but not because he was afraid.In this sentence pattern, the negative word “not” in the main clause could either negate the main clause or the subordinate clause.Hence ambiguity takes place.4.1.3 Caused by adverbial or adverbial clause Example: Go straight forward and then turn left when you see a children‟s cinema.”

“When” introduces a time adverbial clause.It can modify “then turn left”, meaning “Go straight forward, you will see a children‟s cinema, and then turn left.” It can also modify the whole sentence, meaning “When you see a children‟s cinema, go straight forward and then turn left.”

4.1.4 Caused by fixed sentence patterns Example 1: It is good for him to do so.In this sentence pattern, ambiguity is caused by “for him”.It has two widely divergent meaning.(1)He is so kind that he does so.(2)What he does is good for him.Example 2: Eric is too good a man to kill.The verb after a verbal infinitive could be either active form or passive form.So the subject of the sentence could both be agent or victim.The two structures are:(1)Eric is too good a man for him to kill others.(2)Eric is too good a man for others to kill him.4.1.5 Caused by the simplified forms of parataxis Similar to the simplified forms of comparative structure, in a simplified form of parataxis, the latter compound clause is abridged, leaving only one or two constituents, which might be relevant to the subject or the object(or the object clause)in the front clause.Example 1: Lucy gave Monica a nickel and Mary a dime.Here “Mary a dime” is an ambiguous item.“Mary” could have the position as “Lucy”.Then it is the subject of the latter clause while the indirect object “Monica” is left out.Or it could have the position as “Monica”.Then it is the indirect object of the latter clause while the subject “Lucy” is left out.So the full structures for the two divergent meaning are:(1)Lucy gave Monica a nickel and Mary gave Monica a dime.(2)Lucy gave Monica a nickel and gave Mary a dime.毕业设计（论文）

The use of auxiliary verb is also one factor of causing such kind of ambiguity.Please look at the following example.Example 2: John thought Ivan went to Japan and Phillip did too.“Did” here would refer to either “thought” or “went”.And the two possible structures are:(1)John thought Ivan went to Japan and Phillip also thought Ivan went to Japan.(2)John thought Ivan went to Japan and he thought Phillip went to Japan too.4.1.6 Caused by some word’s special syntactic function

Some words in English, mainly conjunctions, adverbs and pronouns that introduce subordinate clause, have more than one syntactic function.Example: Go and ask the teacher by the window who is going to give you lessons in art.In this sentence, ambiguity is triggered by “ask”, which could be attached to with only a direct object, only an indirect object, or both of them.So the sentence could be explained as:(1)Go and ask the teacher by the window.He is going to give you lessons in art..(2)Go and ask the teacher by the window.He might know who is going to give you lessons in art.4.2 Phrasally structural ambiguity

It‟s common to find one central word with two or more than two modifiers.When being lack of limit of the choice or contextual clues, the relationship between the modifiers and the central word might be ambiguous.English grammar is flexible and changeable.So does the word‟s collocation.Hence the existence of structural ambiguity is inevitable.4.2.1 Caused by Shift of Parts of Speech Shifts of parts of speech have several situations, but basically because of the uncertainty of the word‟s part of speech.For example, “can fish”.This phrase might mean “be able to fish”.Or “put the fish into a can”.The cause of ambiguity in this sentence is the part of speech of the word “can”, which has two circumstances.“can” might be a model verb or a transitive verb.At the same time, the word “fish” might be an intransitive verb or a noun.This is only one common example;I would like to sum up the examples into certain ambiguous forms as following.a).N/V + V/N Example: ship sails It‟s hard to decide the part of speech of either “ship” or “sails”.There are two possibilities: “ship sails(N + V)” or “ship sails(V + N)”.The first structure means “a ship will sail”.And the second structure means “someone will ship the sails”.This kind of ambiguity item can be easily found in telegrams or newspapers.b).Adj./N + N Example: a Chinese teacher This phrase has two structures: “a Chinese teacher(Adj.+ N)” or “a Chinese teacher(N + N)”.The first structure means “a teacher who is Chinese”.And the second structure means “a teacher

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who teaches Chinese”.c).“V + N + V” or “V + Adj./ Pron./ Possession + N” Example: make her dress fast This phrase has two structures: “make her dress fast(V + N + V)” or “make her dress fast(V +Adj./ Pron./ Possession +N)”.The first structure means “tell her to dress herself quickly”.And the second structure means “have her dress made quickly”.4.2.2 Caused by Constituent Structure or Phrase Structure a).Adj.+ N + Conj.+ N

Example: ugly frog and tortoise

The possible structures are “(ugly frog)and tortoise” or “ugly(frog and tortoise)”.b).Adj.+ N‟s + N

Example: a nice boy‟s car

The possible structures are “(a nice boy)‟s car” or “a nice(boy‟s car)”.c).Adj.+ N + N Example: foreign language teacher The possible structures are “(foreign language)teacher” or “foreign(language teacher)”.d).N1 and N2 or N3 Example: John and Sam or Tom The possible structures are “(John and Sam)or Tom” or „‟John and(Sam or Tom)”.e).V + N1 + Prep.+ N2 Example: see a boy with a telescope The ambiguous item is the PP attachment “with a telescope”.It can attach to “see” or “a boy”.In the first case, it means “use a telescope to see a boy”.And the latter case means “see a boy who has a telescope”.f).N1 of N2

Example: the love of God This phrase has two meanings: “someone‟s love to God” or “God‟s love to someone”.g).N + N + N +… Example1: girl hunter

This phrase is rather special for structural ambiguity.It has only one structure, but it has two possible meanings because it is not easy to decide the role of “girl”.This phrase might mean “a girl who is a hunter” or “a hunter who hunts girl”.This is not lexical ambiguity, but a kind of recessive structural ambiguity caused by the special function of certain phrase structure.Pragmatic ambiguity

Pragmatic ambiguity denotes that the language expresses different purpose or meaning in the

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real application(邱述德 英语歧义 1998).Quite a few people like using ambiguous and indirect sentences to describe connotation deliberately.5.1 Pragmatic ambiguity caused by implication(1)A: What do you want to do this afternoon? B: I have a terrible backache.The answer of B is to express the fact that he has a terrible backache.However, as a matter of fact, his intention is that he wants to let A know he will not do anything at all this afternoon.(2)A: Synden is the capital of Australia, isn‟t it, teacher? B: And New York is China, I suppose.The answer of B is out of association of with the question of A.But in fact this way is “the wrong answer versus the wrong sentence” to describe the conclusion of A is very absurd.5.2 Pragmatic ambiguity caused by transcultural background(1)The Englishmen translate “a flat tyre” into “a tyre without enough air inside” while the Americans into “a very foolish man”.Another example we may use to illustrate this point goes like this: A British girl toured around America and guided by an American girl.They conversed with each other after a whole day of tour.Br: Let me have a rest.I am already knocked up.Am: My heartiest congratulation!Br: Why do you say that? Am: Why shouldn‟t I?

The phrase “knock up” means “pregnant” in America, but “very tired” in Britain.So, the British girl is baffled when she hears the American girl‟s “My heartiest congratulation”.(2)A: Do people often die in this village?

B: No, they only die once.A: Do a lot of people die in this village?

B: Yes, all of them do.“people often die” can be understood into “the matter which people die often happen” or “people die more than one time”, and “ a lot of people die” into “many people die” or “the matter which people die often happen”.B makes an “honest” comprehension of A‟s remarks, which result from the difference between subjective culture and objective one.(3)Once there was a factory in which “horizontal store refrigerator” were produced.On the model-label of refrigerators, “W.C”---the abbreviation of the Chinese phonetic alphabet of “卧藏”.“W.C” is just the same as the abbreviation of the word “water-closet” in English.This caused too much misunderstanding.To sum up, pragmatic ambiguity is a phenomenon that cannot be avoided in the use of language.It can cause misunderstanding and even anger between the people.Therefore, in the

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conversation, we should listen carefully to know the speaker‟s intention.Besides, when we talk with a foreigner, we should understand the culture of his country before.However, if pragmatic ambiguity used properly, we can enhance the effect of expression.Conclusion

So far, the four basic types of ambiguity, the phonetic, lexical, structural and pragmatic, have been discussed and dealt with separately；but it should be pointed out that in authentic language, they do not always appear separately, instead they might mingle together and reside in one sentence at the same time.This really requires much attention.From all the analyses made in this thesis, a fact shows itself that apart from the linguistic reasons, i.e.the phonetic, lexical structural and pragmatic ones that bring about ambiguity, another important factor which, to a great extent, is responsible for the lack of context.Most of the examples cited in the thesis will become disambiguated when they are placed in the context in which they are used, because context dependence is a universal feature of human languages.Context plays a vital role in the determination of word meaning and sentence meaning.Based on this fact, it necessarily follows that a successful communication requires not only a sufficient knowledge in linguistics, say, phonetics, lexicology, syntax and pragmatics which makes it possible to recognize the four major types of ambiguity that may arise at any time in using the language, but also that close attention should be paid to the context, which can serve as the only available means to remove the potential ambiguities.In short, to cope with the subtle language, one should not only be armed with sufficient knowledge in linguistics, but also should be attentive and observant enough to the context, the most important factor which plays a vital role ill the determination of word meaning or sentence meaning.The knowledge in linguistics can help to recognize potential ambiguities while a keen awareness of the context can help to remove them.The combination of the two is sure to lead to a good understanding and a rich appreciation of the language.毕业设计（论文）

References

1． 戴炜栋

简明英语语言学教程

上海外语教育出版社

1989 2． 邱述德

英语歧义

商务印书馆

1998 3． 赵元任 汉语中的歧义现象[A].吴宗济,赵新那.赵元任语言学论文集[C].北京：商务印书馆，2002 4.孙英华.英语结构歧义现象的分析[A].李光立,何福胜.研究生英语教学研究论文集[C].北京：中国人民大学出版社，1998 5.程工.从对歧义句的分析看20世纪的句法学[J].解放军外语学院学报.1998 6.冯志伟.论奇异结构的潜在性[Z].Internet.8 May, 2004.Available: http://162.105.203.93/research/papers/chinese/collection-2/ambig2.htm 7．Liliance Haegeman and Jacqueline Gueron.The New Comparative Syntax [A].In Reading of Linguistic[C].eds.杨达复，谭志明.西北工业大学出版社，2003.201~208 8.陈思敏.试用X-标阶理论来消解歧义[J].外语与外语教学.1999,(3).53~55 9.秦洪林、贾德霖.英语歧义研究，江苏教育出版社 1991年 10.伍谦光.语义学导论，湖南教育出版 1987年 11.沈家煊.英语中歧义类型，《现代外语》, 1985年第1期

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Acknowledgement

My deep gratitude first goes to Wang Huamin, my supervisor, who has given me a lot of enlightening instructions and guided me through the various stages of writing this thesis.Without his guidance and valuable suggestions, the completion of the present thesis would not have been possible.Besides, her learnedness, kindness and readiness to help students are well acclaimed among all the students.Special thanks also go to Professor Jiang Xiping, from whose illuminating lectures I have benefited a lot.She has kindly provided me with the materials I need, taken pains to read my papers and given me some valuable advice.I really appreciate her unreserved help and will keep it in my mind for ever.Sincere thanks goes as well to Professor Liu Shifa whose profundity, eloquence and integrity have made a strong impression on me and whose care and encouragement are of great importance to me.Besides, I would like to thank all the other teachers for their great lectures and all the students who have given me a lot of help and have made the completion of this thesis possible and made my study in university easier, more convenient and more enjoyable for me.Finally, I want to thank my family for their everlasting understanding and support to my study.

2.英语歧义现象 篇二

关键词：英语歧义,中文歧义,简析

一、英语歧义现象

任何语言都有歧义现象, 英语也不例外。歧义的消除手段分自身消歧手段和人工手段。Kess和Hoppe在其专著“Ambiguity in Psycholinguistics”一书中甚至提出“语言无处不歧义”的理论。他说:“Upon careful consideration, one cannot but be amazed at the ubiquity of ambiguity in language.” (仔细思考一下, 我们不能不惊奇地发现普遍存在的语言歧义现象。)

我们虽然不必极端地理解歧义的普遍性, 但其在语言中的客观存在是不容忽视的。Kempson指出:“词和句子都可能含有一个以上的意义。”而英国Leech则将歧义定义为“……一个语言项目具有一个以上的认知意义”。因此大部分语言工作者都普遍相信, 当结构上遵循语法规则、语义上符合逻辑常理的语句, 其深层可包含两种或两种以上的释义, 则会出现歧义 (ambiguity) 。不过, 以上对于歧义的理解多把它局限于以词语、句子为单位的语言素材中, 其实, 在语言运用中, 我们也会发现在大于句子的语段和语篇中存在歧义现象。因此, 笔者认为, 我们不妨把歧义理解为“一个语言项目 (包括词、句等) 或一个语篇具有两个或多于两个含义的语言现象”。

词汇歧义形形色色, 这里只略举数例:

a.Look out!There comes the train! (当心!火车来了!/看外面!火车来了!)

b.They passed the notice in the dark. (他们在暗中传递着通知。/他们在黑暗中传递着通知。)

c.He turned out a wounded soldier. (他赶走了一个受伤的士兵。/他原来是个伤兵。)

这几个例子都是同形同音异义词 (组) 。有时, 词 (组) 有本意和转义之别而造成歧解:

a.We sawthe light. (我们看见了灯。/我们明白了。)

b.He is well-known for his long face. (他因脸长而著名。/他因常闷闷不乐而著称。)

c.We were standing by the moment he lay low. (他伏下身那会儿我们就站在旁边。/他下葬那会儿我们就在旁边。)

甚至有些词 (组) 的肯定与否定形式反而各有一解, 如:

a dress that is much worn (一种很流行的服装式样/一件穿旧了的衣服) 但是:

I want a cloth that will wear.

I want a cloth that won’t wear.

两句的意思是一样的, 意思是:我要一种耐穿的衣料。之所以wear的意思变化无端, 是因为它既有“磨损、穿破”的意思, 又有“耐磨、耐穿”的意思。同样身兼相反两义的还有overlook (监视, 查看;忽视, 不看) 等词。

1.语音引起的蓄意歧义

在利用语音制造蓄意歧义交际效果时, 同音 (形) 异义词 (组) (homonym) 经常被用来进行有意识的巧妙安排。如flour (面粉) 和flower (花朵) , need (需要) 和knead (揉面) 等, 他们发音相同, 但意义各异, 常常会使人产生误解。如一家健身房的广告是:

We have courses to make grown men young and young men groan.

这里就采用了蓄意歧义来制造幽默效果, 因为grown (成年的) 和groan (呻吟) 是一对同音异义词, 被巧妙地用在了同一个句子中, 幽默油然而生。又如:

“When does the baker followhis trade?”

“Whenever he kneads the dough./needs the dough.”

这里利用的是need和knead这一对同音异义词, 并配上dough一词的多义 (面团;钱) , 造成了两种解读方式: (1) 当他揉面时; (2) 当他需要钱时。这里蓄意歧义形成了双关来达到幽默效果。

2.词汇引起的蓄意歧义

词汇引起的蓄意歧义不仅产生于发音相同而意义相异的两个词, 也产生于同一个词的两种不同意义, 即一词多义。因此一个词的确切意义必须由其语境来判断。语境不同, 或语境不明, 或故意弄得模模糊糊, 多会产生双关或暗指这样的特殊交际效果。比如:

“Fourth floor, please.”said the passenger to the elevator.

“Here you are, son.”

“Howdare you call me son?”

“I brought you up, didn’t I?” (我带你上来的, 不是吗?/我把你养大的, 不是吗?)

因为英语中许多习语不能按其字面组成词的意思来解释, 而是具有作为习语的特定含义, 因此这也成了蓄意歧义的一种来源。又如:

The American Dream does not come to those who fall asleep.

这里的American Dream (美国幻梦) 已成了一个特定词组, 专指“人人都能追求富裕、自由, 机会均等”, 已经具有特定的文化内涵。而这句话又将dream和fall asleep对应起来, 使其不仅具有幽默感, 还带有警句色彩, 耐人寻味。

二、中文歧义

歧义有主要由口语与书面的差别造成的, 有主要由多义词造成的, 还有由语言组合造成的。组合的歧义中又有语法组合的歧义和语义组合的歧义。我们的语言中当然也存在歧义现象, 下面我们就略举几例来进行说明。

(一) 组合层次不同造成歧义。如:

1.“我们三个人一组”, 可理解为“我们/三个人一组”或“我们三个人/一组”。

2.“这份报告, 我写不好”, 可理解为“这份报告, 我/写不好 (能力有限) ”, 也可理解为“这份报告, 我写/不好 (可能由于身份等因素) ”。

(二) 结构关系不同造成歧义。如:

1.“进口彩电”, 可理解为动宾关系, 也可理解为偏正关系。

2.“学生家长”, 可理解为并列关系, 也可理解为偏正关系。

(三) 语义不明确造成歧义。如:

1. 放弃美丽的女人让人心碎。

一说是男人放弃了美丽的女人心碎, 如果理解为女人放弃了追求美丽的权利, 那可真是件令人心碎的事。

2. 我叫他去。

“叫”可理解为让、使、派, 这个句子的意思就是“我派他去”;“叫”也可以理解为“喊、唤、招”等意思, 这个句子就是“我去叫他”或“我去喊他”。

3. 开刀的是他父亲。

“开刀的”可以是主刀做手术的大夫, 也可以理解为“被做手术的患者”。

下面是几个人命关天的句子。

4.“咬死了猎人的狗”中的猎人和狗谁死谁活竟然难以分清。

5.“鸡不吃了”, 到底是鸡不吃饭了还是人不吃鸡了, 这对于鸡先生抑或是鸡小姐来说可是生死攸关的。

6.“鸟不打了”, 是鸟不打架了还是人不打鸟了。鸟打架十分有趣, 人打鸟那真要令好人心酸了。

(四) 词类不同造成歧义。如:

1.“我要炒肉丝”, “炒”可理解为动词或形容词。

2.“饭不热了”, “热”是动词, 意即不用热饭了, 凉的也可以吃;“热”是形容词, 意即饭凉了。

3.“他原来住在这里”, “原来”做名词, 意即他以前曾住在这里;“原来”做副词, 意即没想到他就住在这个地方。

(五) 词语含义多解造成歧义。如:

1.“躺在床上没多久, 他想起来了”, 可理解为他想起了什么事, 也可理解为他要起床。

2.“请吃菜”, “菜”既可指蔬菜, 也可泛指菜肴。

3.“贸易部已向华北东北调拨物资”, “向”可理解为“从”, 也可理解为“给”。

三、结语

歧义现象是结构形式和意义之间的矛盾而生, 跟踪歧义的触发、显露、消除和利用的全过程, 会有助于我们理解语言是一个多层面、多因素相互协调有相互制约的对立统一体, 语言的语音和文字形式之间有着微妙而复杂的联系, 这种理解有利于我们树立全面、辩证的语言观, 建立从整体上去把握语言的理念。歧义是一种独特的语言现象, 对其加以研究, 有广泛而切实的意义。歧义研究是个大课题, 其对于语言教学的意义非寥寥数言所能尽述, 作为语言工作者和学习引导者的教师, 更不应该忽视这一独特而不乏重要性的语言现象, 在教学和科研中应积极地对其加以研究和利用。

参考文献

[1]邱述德.英语歧义[M].商务印书馆, 1998.

[2]陈汉生.基础英语中的几种歧义现象[J].外国语, 1995, (1) .

3.英语歧义现象与交际教学浅析 篇三

【关键词】英语歧义 语音 词汇 交际教学 歧义理解

【中图分类号】H319 【文献标识码】A 【文章编号】2095-3089（2016）29-0016-01

一、概述

从语义学的角度看，当一个句子表示两种或两种以上的命题时，我们便称之为歧义。歧义是一个非常普遍的语言现象，它存在于任何一种自然语言中，英语也不例外。英语中歧义结构多种多样，歧义句举不胜举。那么在英语中，这些歧义具体是由哪些原因引起的呢？应该如何理解歧义句？它们又有什么样的语用功能呢？这些都是我们在本文中将要讨论的问题。

二、英语歧义现象产生的原因

英语歧义主要来源于三方面：语音，词汇和句法结构，所以通常将歧义分为以下三类：

1.语音歧义。语音歧义主要是由于两个或更多的词同音异义或句中词语的连读而产生的歧义。语音歧义只在口语中存在，变成文字形式后，这种歧义便自动消失。例如：There is no flow/floor in that building. a.那幢楼没有裂缝。b.那幢楼没有地板。

2.词汇歧义。词汇歧义是指句子中的某个词的意义有几种不同的解释，一般是由于词的多义性或同形异义等引起的歧义。有以下几种类型。（1）一词多义引起的歧义。如：He went to the bank.a. 他去银行了。b.他去河边了。（2）词义变化引起的歧义。如：Only some of the visitors gained admittance into the clean room.

3.语法结构歧义。语法结构的歧义是指由于对句子中的句法结构有不同的理解而产生的歧义。由于英语语法的灵活性和句法的松散性，句法结构歧义大量存在。它主要表现在以下几种句法结构中。（1）定语及其定语从句引起的歧义。英语句子中定语修饰语与被修饰语，定语从句与先行词一般来说紧挨在一起，但有时由于习惯和结构的需要，灵活处置修饰语或从句的情况，这样就时常出现定语修饰语与被修饰成分之间的关系不清晰，使之从意义上有修饰两个或两个以上的词，因此产生歧义，产生不止一种解释。I know the girl next to the teacher watching TV.“Watching TV”既可修饰the girl，又可修饰 the teacher。（2）状语引起的歧义。英语中状语位置比较灵活，不仅会因状语位置的不同而产生不同的语言效果，而且常会出现摸棱两可的修饰关系，如：The students will discuss their plan of having an English Speech Contest in the classroom. “in the classroom”究竟是修飾谓语动词discuss还是修饰介词短语of having an English Speech Contest不得而知。

三、英语歧义的理解

英语歧义句产生在语音、词汇和句子三个层面上。由同音词引起的歧义句，事实上只是说起来有歧义，写下来并没有歧义。在口头交际中，结合语境一般是可以消除歧义的。此外加上逻辑分析，结合会话原则，很少会产生误会.当然，如果听话人碰到带有歧义的句子而产生疑问时，必须认真思考一下，或者向对方询问清楚。值得注意的是，一方面要求人们说话传达信息要准确明晰，不带歧义；另一方面，有时一些人说话故意使用歧义，以表现出幽默、诙谐的气质。特别是相声演员、小品表演者等语言艺术家有意使用歧义语言，以取得妙趣横生的艺术效果。而听众根据情景从歧义理解后产生了情感交流。一般来说，通过上下文，通过交际情景，都可以排除令人误解的歧义。并且同一个句子，可以对其进行不同的语法分析。根据乔姆斯基的转换生成语法理论，我们说出或写出的每一个句子都有一个深层结构。每一个深层结构的句子有时可能有不同的表层结构，形成同义句，使语言表达丰富。

四、蓄意歧义和交际教学

虽然无意歧义会给语言交际活动带来障碍甚至损害，是语言结构矛盾的显现。当语言教学中出现由无意歧义导致的语病和误解时，教师应提醒学生注意避免和排除。如果对语言结构矛盾加以积极利用，又会产生一语双关、声东击西的效果，可帮助达到特殊的交际目的。这就是我们要讨论的蓄意歧义。

在交际活动中，最令学习者感到难以琢磨的应该算是语言幽默了，而它的根本特征就是利用语言上的歧义。它常常是说话者的故意安排，通过多种语言手段在语音、词汇、句法等层次上反映出来，利用语言细微的差别达到耐人寻味、或出其不意的戏剧效果。

五、结语

对歧义现象的关注为教学提供了大量具有明显歧义或暗含歧义的语言材料，可以帮助学生从不同于主流教学的另外一个角度认识语言结构及其运用规律，了解语言各层面之间的微妙关系，掌握科学的学习方法。在英语实践方面，由于歧义是由语言结构和语言意义之间的矛盾而生，因而在组织学生按照交际情景学习语言时，不应忽略语言结构形式的掌握；而同样在教授语言结构形式时，也不应放弃其交际功能的学习。在讲解词汇和结构形式时，不应单纯着眼于其语音、语义和语法特征，更要揭示其在不同交际环境中的内部变化和外部联系。

总之，歧义是一种独特的语言现象，对其加以研究，有广泛而切实的意义。无意歧义会造成交际活动的障碍，应被避免和消解、排除；而蓄意歧义的巧妙使用，又可以达到特殊的交际效果。而交际教学强调在语言使用中进行语言学习，交际活动中产生的大量语料又为歧义研究提供了活的研究素材。因此将英语歧义研究与交际教学相联系，无疑具有教学和语言学两方面的意义。歧义研究是个大课题，其对于语言教学的意义非寥寥数言所能尽述，作为语言工作者和学习引导者的教师，更不应该忽视这一独特而不乏重要性的语言现象，在教学和科研中积极的对其加以研究和利用

参考文献：

[1]陈晨.英语歧义现象及其避免方法[J].福建师大福建分校学报.1996，（4）

4.英语歧义词句的多义性探析 篇四

英语歧义词句的多义性探析

本文着重分析了英语歧义词句的多义性现象及其原因,指出英语歧义现象主要产生于词汇本身、语法的模糊性和语用等方面,进而提出了在英语交际中克服英语歧义的`建议.

作 者：赵爽 ZHAO Shuang 作者单位：信阳职业技术学院外语系,河南信阳,464000刊 名：平原大学学报英文刊名：JOURNAL OF PINGYUAN UNIVERSITY年，卷(期)：25(3)分类号：H315关键词：英语歧义 英语交际 建议

5.歧义句辨析 篇五

歧义句辨析

歧义句是在理解上会产生两种可能的句子，换句话说，就是可以这样理解也可以那样理解的句子。要辨析歧义句首先得弄明白产生歧义句的原因。产生歧义句的原因大致有两种，一种是多义词造成的歧义，一种是句子结构的不同停顿组合造成的歧义。 先说多义词造成的歧义，一个词或一个短语有两种以上的理解，用在句子中就可能造成歧义。比如： 1、我叫他去。“叫”可理解为让、使、派，这个句子的意思就是“我派他去”；“叫”也可以理解为“喊、唤、招”等意思，这个句子就是“我去叫他”或“我去喊他”。 2、开刀的是他父亲。“开刀的”可以是主刀做手术的大夫，也可以理解为“被做手术的患者”。 3、学校领导对他的批评是有充分思想准备的。“对他的批评”可以理解为学校领导批评他，也可以理解为他批评学校领导。 从以上三个例子来看，由于一词多义，造成了歧义句。因此阅读时，遇到一词多义的词或短语，要根据上下文认真分析其在此语境中的意义，看是否有歧义。在写作和说话时，也要谨慎地使用一词多义的词，要在上下文中使此词在这儿的意义固定，明确起来。 其次说说句子结构的不同停顿组合造成的歧义。看下面例子： 1、消灭了敌人的士兵。在“的”后面停顿，此句的意思就是“士兵消灭了敌人”；在“了”后面停顿，此句的意思就是“士兵被消灭了”。这的关键是“敌人的”这个词语是随下与“士兵”组成偏正短语，还随上与“消灭了”组成动宾短语。 2、东风牌汽车、解放牌汽车的换代产品得到博览会上专家的一致好评。在“的”后面停顿，让“东风牌汽车与解放牌汽车”构成并列短语，这句话的意思就是两种汽车的“换代产品”得到好评。若在“东风牌汽车”后停顿，就成了“东风牌汽车”与“解放牌汽车的换代产品”得到了好评。 3、三个学校的学生积极参加了这次活动。若在“的”后停顿，就是三个学校的众多学生参加了活动，若在“三个”后停顿，这样“三个”与“学校的”共同做“学生”的定语，此句就成了“三个来自学校的学生参加了这次活动。” 对于这种不同的停顿造成的不同结构组织而形成的歧义句，要仔细分析辨认，可以试着在不同的地方停顿一下，句子结构形式变了，句子意思是否改变，来判断是否歧义句。在说话作文时恰当安排句子结构，避免歧义句产生。

[歧义句辨析]

6.病句练习题 歧义含答案 篇六

一，改错：

1、我校这次为四川灾区募捐的活动，得到了许多学校老师和同学的积极响应，在不到一天的时间内就募集善款三万余元。（歧义：“许多学校老师和同学”）

2、介绍菲律宾的一种权威著作。（可以解释为”介绍……菲律宾的一种权威著作”，也可以解释为”介绍菲律宾的……一种权威著作”。如果作者意思是后者，就不如把“一种”提到头上。）

3、小李说：“老王这人真黑。”（粗看全句似乎并无毛病，但这句话中有一个重要的词“黑”，“黑”是一个多义词，在这句话中既可以说是一个人长得黑，也可以说是一个人的心肠黑。）

4、棺材后面跟着三个妇女――死者的母亲和她的两个女儿。（句中一个代词“她”，既可以理解为“死者”，也可以理解为“死者的母亲”，）

5、他在火车上画广告。（“在火车上画广告”，既可以为“把广告画在火车上”，也可以理解为“人坐在火车上画广告”）

6、他谁都瞧不起。（可以是“他”瞧不起任何人，也可以是任何人都瞧不起“他”。

7、这苹果不大好吃。（这苹果不大/好吃。苹果味道好。这苹果/不大好吃。苹果味道不好）

8、我们五人一组。（我们五人/一组。我们这一组有五个人；我们/五人一组。每五个人分为一组）

9、他的故事讲不完。（A.他讲的故事；B.关于他的故事）

10、张连和黄惠的朋友。（A.张连和黄惠的/朋友；B.张连/和黄惠的朋友。）

11、爱护人民的军队。（A.爱护 人民的军队——动宾结构，改：人民的军队要爱护；B.爱护人民的 军队——偏正结构，改：可加“一支”）

12、开刀的是他的父亲。（A.父亲是医生，由他主刀，改：加“医生”；B.父亲是病人，要开刀，加“病人”）

13、一边站着一位同学，守卫着校门。（A．两位同学守卫在校门的两侧，改：校门的两边各站着一位同学；B.只有一位同学站在校门的一侧。改：校门的一边站着一位同学。）

14、游击队对敌人的袭击有充分的准备。（可理解为“游击队做好充分的准备袭击敌人”，也可理解为“对敌人的袭击，游击队已作好充分的准备“）

15、老李看到他很不高兴。（可理解为老李不高兴，改：老李看到他，很不高兴；也可理解为他不高兴，改：老李看到，他很不高兴。）

16、我在屋顶上发现了他。（。“在屋顶上”的是他，改：我发现他在屋顶上。“我在屋顶上”改：我在屋顶上发现了他在路上。）

17、我去上课。（我去听老师上课。或是：我去给学生上课）

18、我要炒肉丝。（我要吃炒肉丝。我要去炒肉丝）

19、这封信我读不好。（这封信我读，不好。表示不该我读。这封信，我读不好。表示我能力有限）

20、政府有关部门明令禁止取缔药品交易市场。（政府有关部门明令：禁止。。表示不取缔。或是：政府。。禁止，取缔。。表示要取缔）

21、那些国家看不上2012年伦敦奥运会。（那些国家瞧不起2012.。。或那些国家没有条件看2012.。。）

22、王林呆在实验室里半个月，好像与世隔绝了，所以他回到家，强迫自己看了十天的报纸。（强迫自己看了十天来的报纸或强迫自己一连十天都在看报纸。）

23、根据气象资料分析，长江中下游地区基本无降雨过程，仅江苏和浙江的部分地区可能有小雨。（改：仅江苏、浙江。。。或仅整个江苏和浙江。。。或仅江苏的部分地区和浙江的部分地区。。。）

24、近日法院判违约经营的小张赔偿原告好路缘商贸公司经济损失和诉讼费三千元。（改：。。。和诉讼费总共三千元。或。。。损失和三千元的诉讼费。）

25、钱钟书先生的夫人杨绛在捐赠仪式上说：“我以代表的身份在这里讲话，我一个人代表三个人：我、已去世的钱钟书先生和女儿钱瑷。（改：我、女儿钱瑷和已去世的钱钟书先生或我、已去世的钱钟书先生、女儿。这两种是一样的。或我、已去世的两位：钱钟书先生和女儿钱瑷）

26、欣赏一首好诗不容易，创作一首好诗更不是一件简单的事，小李对诗歌情有独钟，因此，他平时在这方面做了不少的努力。（在哪方面努力？改：在创作方面或在这两方面，这也叫指代不明）

27、八旬老翁难忍老伴闹离婚。(可以是老翁离婚也可以是老伴闹离婚，改：八旬老翁难忍老伴，闹离婚。或：八旬老翁对老伴闹离婚难以容忍。）

28、央行有关负责人表示取消活期存款利息纯属谣言。（改：央行有关负责人表示：取消活期存款利息纯属谣言。或：央行有关负责人表示取消活期存款利息，这件事纯属谣言。）

7.英语歧义现象 篇七

一、英语歧义的含义

语言学家迄今对歧义所下的定义, 常常带有两种倾向。多数定义是分类性的。阿特金森等人区别为词汇歧义和结构歧义, 前者“以单个词的两个或更多的意义为基础”, 后者指“句子中词与词之间发生不同的组合关系”, 给出的语义学的定义:“具有两个或更多命题的句子”。我们认为, 对于歧义进行分类处理有利于侧重地讨论某类歧义, 这无疑是必要的。但是, 只有分类的歧义定义而无总的概括, 难免造成实际上的困难和混乱。所谓“词汇歧义”和“结构歧义”都只能是就歧义的触发因素作出的相对的区分。实际上, 歧义常常交叉混合, 难以截然分别。显然, 分类的歧义定义在断定这样的歧义时会遇到些不必要的麻烦;如果有一个总的概括, 则问题可迎刃而解。其次, 分类的定义即使相当详尽也难免挂一漏万。原因是, 按照分类的定义, 不具备该类特征的情况便被认定为不属于该类歧义, 甚至根本不承认为歧义。结果便容易将其他类型的歧义排除在讨论之外, 而实际上的歧义却千差万别, 决不止于词汇歧义和结构歧义两类。

某些关于歧义的定义带有浓厚的学派色彩。莱昂斯关于语法歧义的定义是:“任一 (按生成语法) 可作一种以上语法分析的句子”。认为歧义是“具有相似表层结构的句子在深层结构上的差别”。作为歧义的分析方法, 不同的学派完全有权采用不同的模式、但是, 作为对于如此普遍的一种语言现象的定义, 如果完全纳入生成语法体系, 则未必能为所有语言学者所接受。对于类似的定义提出以下两个问题是完全合乎逻辑的: (1) 歧义句如果不按照生成语法分析就不是歧义的, (2) 生成语法能否解释所有的 (即使仅限于语法的) 歧义?答案都是否定的。

歧义现象的分析不应该是某种理论的专利, 歧义是客观存在的语言现象, 它的存在和内涵不应取决于这种或那种语言学理论模式。歧义分析的不同角度和方法有助于揭示其本质机制, 但不可能改变歧义的性质和存在。

歧义是语言结构形式与其意义之间的一种特殊关系。任何一种歧义, 不论其触发因素如何, 最终都落实于意义;没有意义差别的歧义是不存在的。随着语言运用这一概念日益受到重视, 关于意义的讨论又转而偏重使用意义。格雷斯区分“自然意义”和“非自然意义”。威特金斯坦 (Wittgenstein, 1958) 的看法最为极端, 他认为词的意义“就是使用”.

二、产生英语歧义现象的词汇因素

1. 派生歧义

英语中常用的前缀多半具有歧义, 如:anti一意为“反对、防止” (antiwar) 还可以表示“与通常形式不同的” (antihero) ;mis-表示“错” (misunderstand) 和“坏” (mistreat) 两个意思。对于句子“They are carrying an under handed plan”可以有两个解释:一他们正在执行一项人手不足的计划。二他们正在实行一项秘密的计划。以上两个歧义来源于前缀under-。这一前缀由介、副词under演化而来, 具体意思是“在一之下”, 转化为抽象意义:一是数量程度在需要之下, 不充分;二是在掩盖之下做事以逃避注意, 秘密的。所以, underhanded相应地表示“人手不足的”, 和“秘密的”。

英语的后缀也常有歧义。如英语的-er (-or) 后缀是多产型的, 使用频率极高。名词、动词、形容词加上该后缀所构成的派生词可表示:一是人, 如teacher (教师) 、hater (怀恨者) 、hunter (猎人) 、singer (唱者) 、New Yorker (纽约人) 。二是器物, 如silencer (消音器) 、indicator (指示器、指示剂) 、filter (滤器、滤纸) 、three-decker (三层甲板船、分成三册的书、三片面包两层夹心的三明治) 。

再看这样一个句子”This hair restorer is a fraud.”可以理解为“这种生发剂是假货”也可理解为“这个修复头发的人是个骗子”。由于主语的制约, 充当表语的fraud也作相应的转化:指人时是“骗子”, 指物时是“假货”。

词的组成要素具有一定的结构关系。当一个词体现不同的结构关系时, 也触发歧义。例如:The letter is unsealable.这句话会产生两种解释;这封信是不能加封的;这封信是可以开封的。这是由于前缀, un一加动词词干和后缀一able构成的形容词, 是按两种不同的方式组合的:a.un-+V-able, b.un-V十一able。词的内部结构不同, 词的语义内容随之改变。例句的第一个意思, un-与形容词构成一个否定的形容词, 意思是“不能加封的”。第二个意思动词unseal与-able构成一个肯定的形容词, 意思是“可开封的”。

2. 合成词歧义

合成词具有一个以上 (通常为两个) 词干, 在结构和语义上组成一个整体。合成词与名词短语的混淆会造成歧义。如:Nobody likes the blacksheep.意为一没有人喜欢害群之马。二没有人喜欢黑色的羊。一义的blacksheep是一个合成词, 二义是一个名词短语。类似这样可以做两种解释的情况是比较普遍的。

3. 转化词歧义

这类歧义指词形相同但词类不同而触发的歧义。经常出现的有名词和动词的转化。例如, Time flies.一光阴似箭。二把苍蝇的速度记录下来。按照一义, time作为名词是“时间”的意思, 相应地flies便是动词fly的单数第三人称形式, 是“飞逝”的意思。按照二义, 转化为动词, 是第二人称祈使式, 表示“记录...的时间”, flies也因而为名词fly (苍蝇) 的复数形式。还有名词与形容词和副词的转化。如, He saw the Russian dance.一他看到俄罗斯人跳舞。二他观看俄罗斯舞蹈。一义的Russian是名词, 二义是形容词。英语表示民族、国籍的专有名词大都当作形容词使用。一义的dance是动词, 充当the Russian的宾语, 二义的dance是名词, 充当saw的宾语。

三、产生英语歧义现象的语音因素

一般地说, 英语中某些句型、习语形成了相对固定的读法。但是, 语句的读法 (音位特征) 在很大程度上要取决于言语的语境、说话人的心理、个人习惯、话语题材等多种因素;音位特征的变化常常影响言语的意义和交际功能。触发音位歧义的原因是:一书面语掩盖音位特征;二在口语中也存在一些不确定的情况, 如音变、停顿不清、同音异义等。

讨论音位歧义的用意是:一是强调语言是一个整体, 它只有借助包括语音在内的一切手段才能顺利地完成交际任务;语言的描写也不能脱离语音这个层面。二是强调语音也是一个复杂的整体, 其内容不仅是44个音位和一些读音规则, 而且有语调、重音、连音等特征, 我们称这些特征为超切分特征。

1. 语调歧义

语调指说话时音的高低升降变化。语调的变化影响言语的交际功能, 因此, 一句话如能以不同的语调读出, 便触发语调歧义。一个语调组内音变最突出的音节就是调核所在, 它是语调的最重要因素, 也是语句的信息中心。

2. 重音歧义

英语有词重音和句重音之分。词重音是一个单词音位结构的一部分。句重音指句中读得比较响亮而有力的音节 (通常, 实词有句重音, 功能词没有句重音) 。重音对于区别词义、词类、语义和结构关系都有重要作用。因此, 讨论重音触发的歧义是十分必要的。

有些单词虽具有同样的拼写形式, 却具有不同的重音, 因而表达不同的词义或词性。

单词进入句子后, 有的保留词重音, 有的失掉词重音。保留词重音的词, 读得比较响亮清晰, 具有句重音。句重音的有无对于语义、语法信息有重要影响。

3. 同音异义歧义

这里的同音异义是广义的, 包括同音异义词和口语中由过渡音而产生的歧义。例:

“How is bread made?”

“I know that!”Alice cried eagerly.“You take some flour...”

“Where do we pick flower?”the white Queen asked.“In a garden orin the hedges?”

“Well, it isn't picked at all, ”Alice explained, “it's ground...”

“How many acres of ground?”said the white Queen.

在此例中作者有意利用同音异义词制造了一段双关语笑话。flour和flower同音, ground和ground同音, 使对话双方产生误解。

8.从修辞角度谈语言歧义现象 篇八

在中学语文教学过程中，为了表达的需要，为了获得特别的修辞效果，本来可以用意义更明确的词语，却故意选用可能造成歧解的言辞，巧妙地利用歧义，使学生的思维发散，能多角度地思考理解，突破固定的思维模式，培养学生的创新能力，同时也使学生的说话、写作、阅读的能力有所提高。

本文将从词汇歧义、语法歧义、语义关系歧义、语境歧义等方面来谈谈巧用歧义及其产生的修辞效果。

从词汇方面说，巧妙地使用因同音词、多义词而产生的歧义，能丰富语言的容量，拓展思维的广度。例如“好了，好了！”看的人们说，大约是劝解的。“好，好！”看的人们说，不知道是劝解，是颂扬，还是煽动。（鲁迅《阿Q正传》）

这是阿Q与小D的一场龙虎斗，吸引了不少的看客，前段的意思很明确，后段有了歧义，“好”字可以有以下几种理解：a.结束语气，表示劝解；b.赞许语气，表示颂扬；c.嘲讽语气，表示煽动。这样给学生分析，他们就能体会到作者如何用精练的语言概括出不同的感情和态度，体会同音词表达多种感情的凝练、含蓄。

从语法方面说，巧用因句子的结构关系的不同或层次分析的不同，能产生积极的修辞效果。相传有个刻薄的富翁造了座高楼大厦，请一个秀才写楼联。秀才深知此翁为人，决意捉弄他一下，便写了“此地安能久居主人好不悲伤”这副楹联，并念成“此地安，能久居。主人好，不悲伤。”富翁听后颇为满意，待贴出来宾客们却个个偷偷地暗笑，富翁才明白了其中的奥秘，却又无可奈何。就是“这种地方不能久居，所以主人很悲伤”的意思。

这个小故事巧用断句两读歧义来使听者产生不同的理解，在一般情况下不同的断句方式对对联的影响不大，但是有时候不同的断句方式会产生联意的大变化，甚至相反，上述例子就足以说明，换一种断句方式就能产生意想不到的效果。

从语义关系方面说，利用语义双关造成的歧义可以加深理解表达的效果，能使听者感到饶有风趣、余味无穷。大画家张大千在一次宴会上对梅兰芳敬酒时说：“你是君子，我是小人”。这个句子有四种意思：a.你是君子，我是小人；b.你靠动口（唱），我靠动手（画）；c.你动口喝酒，我动手斟酒；d.你讲道理，我不讲道理——非要你喝不可了。通过这个歧义句的分析我们可以更深刻地了解画家张大千所要表达的语意，一句话能暗含这么多的含义可见说话者的智慧，同时也使听者回味无穷，可以引导学生在说话作文时能学会这种语义双关的修辞手法，对培养学生的语感、语文素养有很大的帮助。

从语境方面说，在上文提到语境能消除歧义的作用，主要是将词汇、语法、语义关系引起的歧义放入具体的特定的语言环境中，歧义便可消除。但语境在一定情况下也能产生歧义，且会产生戏剧性的效果。

例如：鲁迅的《药》里写刽子手康大叔向茶客讲述了牢头阿义如何打了革命者夏瑜两嘴巴，接着说：“他这贱骨头打不怕，还要说可怜可怜哩。”花白胡子的人说，“打了这种东西，有什么可怜呢？”康大叔显出看他不上的样子，冷笑着说：“你没有听清我的话；看他神气，是说阿义可怜哩！”

愚昧而凶残的康大叔，绝不可能理解夏瑜说可怜的含义，但他从夏瑜说这句话时的“神气”，也就是借助情景语境的制约，正确地断定夏瑜说的“可怜可怜”是指“阿义可怜”。而花白胡子由于不在夏瑜说话的现场，缺少康大叔所受到的那种情景语境的制约，他就只能按自己的理解，把夏瑜的话歧解为夏瑜“可怜”了。

歧义句与语言表达的明确性这个要求，总的来看，是相互矛盾的。没有特定的上下文条件，不能排除歧解的可能性时，属于语病，就不宜使用。但出于表达的需要，用得其所，使用得法，反而可以满足表达的需要，起到积极修辞的效果。朱德熙曾说过：“一种语言语法系统里的错综复杂和精细微妙之处，往往在歧义现象中得到反映。”

总之，巧用歧义能带来很好的修辞效果。作为中学语文教师，应在教育教学过程中，教会学生仔细体会歧义现象中的精细微妙，更好地体现出语文学科的性质、特点，丰富、规范学生的语言，高度重视语言感性材料的积累，使语言的感觉越来越敏锐，让学生真正做到对知识感知、吸收、融汇、内化，提高驾驭语言的能力。