动词“理解”和“了解”的差异及其对外汉语教学

发布时间：2018-04-02 00:25

本文选题：理解　切入点：了解　出处：《湖南师范大学》2015年硕士论文

【摘要】：近义词辨析是对外汉语教学中的一个重要课题,近义动词的理解和运用一直是留学生学习汉语的一个重难点。笔者通过对北京语言大学HSK动态作文语料库及暨南大学留学生书面语语料库的考察,笔者发现留学生混用“理解”和“了解”的频率最高。因此,本文以语料库考查为基础,从本体研究入手,分析“理解”和“了解”在语义、句法两方面的差异,考察留学生在使用这两词出现的偏误情况,从教材、工具书及留学生母语与汉语对比这三方面提出一些看法和建议,希望能帮助留学生掌握这两词的差异,避免偏误的产生,为留学生近义词辨析提供一些新的思路。文章主体分为三个部分:第一、从本体研究入手,在充分借鉴前人的本体研究成果的基础上,分析“理解”和“了解”两者在语义、句法上的差异,弱化其相同点,突出其不同点;第二、分析留学生的偏误情况。在语义偏误中,“理解”和“了解”这组近义动词混用情况非常多;在句法偏误中,“理解”和“了解”搭配宾语时出现不少偏误,尤其是名词宾语,这说明留学生对两者的常见宾语搭配掌握得不好;第三、通过对留学生教材、工具书使用情况的考查,发现教材、工具书在“理解”和“了解”释义方面,都存在用英语对译词“understand”来解释这两词的情况。留学生母语中“理解”和“了解”两者母语对译词存在语义重叠现象,但语义实质上存在一定的差异。针对以上问题,本文分别对教材、留学工具书及留学生母语与目的语对比方面给出相应的建议,以期能为对外汉语教学近义词辨析提供一些新的思路和参考依据。
[Abstract]:Synonym discrimination is an important subject in teaching Chinese as a foreign language, and the understanding and application of synonymous verbs has always been a major difficulty for foreign students to learn Chinese.Through the investigation of the HSK dynamic composition Corpus of Beijing language and language University and the written Corpus of International students of Jinan University, the author finds that the mixed use of "understanding" and "understanding" by foreign students is the most frequent.Therefore, on the basis of corpus examination, this paper analyzes the semantic and syntactic differences between "understanding" and "understanding" from the perspective of ontology, and investigates the errors in the use of these two words by foreign students.Reference books and the comparison between native language and Chinese of foreign students put forward some views and suggestions, hoping to help foreign students grasp the differences between the two words, avoid errors, and provide some new ideas for the discrimination of foreign students' synonyms.The main body of this paper is divided into three parts: first, based on the ontology research, the paper analyzes the semantic and syntactic differences between "understanding" and "understanding" and weakens their similarities.Highlight its differences; second, analyze the errors of foreign students.In semantic errors, there are many syntactic errors in the syntactic errors, especially in noun objects.This shows that the foreign students have not mastered the common object collocations of the two. Thirdly, through the examination of the use of foreign students' textbooks and reference books, it is found that the textbooks and reference books are in terms of "understanding" and "understanding".There are cases in which the English translation word "understand" is used to explain the two words.There is a semantic overlap between "understanding" and "understanding" in foreign students' mother tongue, but there are some differences in semantic essence.In view of the above problems, this paper gives the corresponding suggestions on teaching materials, study abroad reference books and the comparison between the mother tongue and the target language of foreign students, in order to provide some new ideas and references for the discrimination and analysis of synonyms in teaching Chinese as a foreign language.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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