汉语复合词语义构成与对外汉语词汇教学

发布时间：2019-06-07 20:09

【摘要】： 汉语的语言组织结构跟印欧语有很大的不同。很久以来,汉语研究者一方面强调汉语缺少形态、组词成句重意合等特点,另一方面又无法摆脱用西方形式语言学的思路和术语来研究汉语。总体来看,汉语本体的研究仍旧没有跳出这个建立在重形式的印欧语言基础上的“形式语法”迷宫。汉语跟印欧语的本质区别在其组织结构,组织结构的差异集中在各自的音义结合单位上。音义结合的基本单位——这一任何语言大厦赖以建立的核心单位,在印欧语是“词”,在汉语是“字”。汉语的研究可以以字为分水岭,一边是以字组词,连词成句,另一边是音形义如何结合在一起,通过“字”完成了所有语言构造最核心的一步:让意义和形式结合在某一个有声有形的载体上。两个或两个以上音节(字)的复合词的构成是“以字组词”的第一步,这一结构中所体现的“法则”在汉语语法中有奠基性的作用,更大的语言单位正是以此为“范式”逐级建立起来的。第二语言的学习说到最核心、最根本的东西,就是其语汇(或称词汇)的学习。汉语水平的衡量与其说是词汇量,还不如说是识字量。对外汉语教学中,“字”是任何时候都无法绕开的学习对象。如何利用字来学习词或更大的语言单位,是我们始终应该思考的问题。字义在组词中的引申或直接运用是本文关注的焦点。通过考察《汉语水平词汇大纲》中组词最多的52个字和它们各自的“词族”共1741个双音结构的语义构成,本文提出在对外汉语教材的新词表和练习设计中充分利用字义的构想。以核心字构词、同语素词扩展为基本思路,我们或许可以从教材的总体设计上尝试一种新的路子,解决目前字词教学两张皮的问题。
[Abstract]:The organizational structure of Chinese is very different from that of Indo-European. For a long time, Chinese researchers have stressed the lack of form in Chinese and the emphasis on parataxis in sentence formation, on the other hand, they can not get rid of the idea and terminology of western formal linguistics to study Chinese. Generally speaking, the study of Chinese Noumenon still does not jump out of this labyrinth of formal grammar, which is based on the heavy form of Indo-European language. The essential difference between Chinese and Indo-European is in their organizational structure, and the differences in organizational structure are concentrated in their respective phonological and semantic units. The basic unit of phonological and semantic combination, the core unit on which any language building is built, is "word" in Indo-European and "word" in Chinese. The study of Chinese can take the word as the watershed, one side is the word group word, the conjunction word forms the sentence, the other side is how the sound form and the meaning combine together. Through the word, the core step of all language construction is completed: to combine meaning and form on a sound and tangible carrier. The composition of two or more syllables (words) is the first step of "word formation". The "rule" embodied in this structure plays a fundamental role in Chinese grammar. It is with this as the paradigm that the larger language units are established step by step. The core and most fundamental thing in second language learning is the learning of its vocabulary (or vocabulary). The measure of Chinese proficiency is not so much vocabulary as literacy. In the teaching of Chinese as a foreign language, the word is a learning object that can not be bypassed at any time. How to use words to learn words or larger language units is a problem that we should always think about. The extension or direct use of word meaning in group words is the focus of this paper. By investigating the semantic composition of the 52 words with the largest number of words and their 1741 disyllabic structures in the syllabus of Chinese horizontal Vocabulary, this paper puts forward the idea of making full use of the meaning of words in the new word table and practice design of Chinese as a foreign language textbook. With the expansion of core word formation and homonym as the basic idea, we may try a new way from the overall design of teaching materials to solve the problem of two skins in word teaching at present.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195;H136

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