模因论视野下现代汉语类词缀分析及其教学策略探究

发布时间：2018-03-27 20:32

本文选题：类词缀　切入点：模因论　出处：《上海外国语大学》2012年硕士论文

【摘要】：模因论是基于新达尔文进化论的观点来解释文化进化的规律，是近年来语用学中新兴起的一门理论。本文探讨了模因的同化、记忆、表达和传播的四个阶段，结合汉语词汇方面类词缀构成新词的活跃现象，尝试在对外汉语教学中，把模因的传播阶段与类词缀的教学过程结合起来，通过对模因的横向和纵向的分析，讨论类词缀成为强势模因的动因和内在生成机制，以期丰富对外汉语教学和丰富留学生的词汇量。本文共分五章。第一章绪论，首先提出了研究的对象，分析与本文相关的研究现状，提出本文研究的价值和意义并说明研究的思路和研究方法。第二章，对模因进行了概说。在横向方面，对模因传播过程的四个阶段：同化、记忆、传播、表达进行说明，总结了模因动态传播的模式及其要素，模因的传播渠道的扩大，和模因传播过程中受众的主动化。从纵向的角度结合类词缀，对模因的类别进行说明，分析了类词缀的初始模因，在传播过程中类词缀如何变成强势模因、稳定模因直至最终的成功模因，，最后也总结了模因类别的发展过程。第三章，分析了类词缀传播机制的衍生及产生原因，通过具体的类词缀阐述了类词缀作为模因的复制和传播过程，以及类词缀如何能成为强势模因和衍生方式。最后总结了类词缀现象产生的原因，即语言的经济原则、类推作用和语言接触、仿词普遍化。第四章，通过分别对汉语水平分别为初、中、高三个阶段的留学生进行问卷调查，考察他们对类词缀的掌握及模因指导下类词缀教学方法的成效，总结出几点对外汉语教学中类词缀的教学方法。第五章，结语。总结全文，提出不足及今后的研究工作。
[Abstract]:Memetics is based on the new Darwinian theory of evolution to explain the law of cultural evolution. It is a new theory in pragmatics in recent years. This paper discusses the four stages of meme assimilation, memory, expression and transmission. Combined with the active phenomenon of Chinese lexical affixes forming neologisms, this paper attempts to combine the propagation stage of memes with the teaching process of affixes in teaching Chinese as a foreign language, and through the horizontal and vertical analysis of memes. In order to enrich the teaching of Chinese as a foreign language and to enrich the vocabulary of foreign students, this paper discusses the motivations and internal generating mechanisms of affixes as strong memes. This paper is divided into five chapters. In the first chapter, the author puts forward the object of study, analyzes the current research situation related to this paper, puts forward the value and significance of this study, and explains the ideas and methods of the research. In the second chapter, we give an overview of meme. In the horizontal aspect, we explain the four stages of meme propagation: assimilation, memory, communication and expression, and summarize the mode of meme dynamic propagation and its elements, and the expansion of meme propagation channel. Combining with the category of affixes vertically, this paper explains the category of memes, analyzes the initial memes of affixes, and how the affixes become strong memes in the process of communication. Finally, the development process of meme category is summarized. In the third chapter, we analyze the derivation of affix-like communication mechanism and its causes, and illustrate the replication and propagation of affix-like affixes as memes through specific affixes. Finally, the causes of the phenomenon of affixes are summarized, that is, the economic principles of language, the analogy and language contact, and the generalization of imitation words. In the fourth chapter, by means of a questionnaire survey on the foreign students in the three stages of Chinese proficiency, the author investigates their mastery of affixes and the effectiveness of the teaching methods of affixes under the guidance of meme. This paper summarizes several teaching methods of affixes in teaching Chinese as a foreign language. Chapter five, conclusion. Summarize the full text, put forward the deficiency and future research work.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H146;H193

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