“语素本位”视角下的偏正式复合名词的对外汉语教学研究

发布时间：2018-04-20 19:52

本文选题：语素本位 + 偏正式复合名词　；参考：《安徽大学》2017年硕士论文

【摘要】：词汇教学是对外汉语教学的重要组成部分,对于学习者来说词汇学习也是至关重要。在当前的对外汉语教学实践中,汉语教师仍多沿用词本位教学理论进行词汇教学。虽然汉语本体研究中语素的相关研究取得了众多成果,但其在对外汉语词汇教学中的重要性并没有得到足够重视。本文从语素本位理论出发,以偏正式复合名词(以下简称偏正名词)为切入点,对语素本位视角下的偏正名词的对外汉语教学进行分析研究。本文使用了计量分析、对比分析、理论与实际相结合的方法对论点进行分析,文中第二章和第三章是重点。首先,本文以《汉语国际教育用音节汉字词汇等级划分》(以下简称《等级划分》)为基础,《等级划分》选用的是由国家汉办、教育部社科司、《等级划分》课题组编制的,北京语言大学出版社2010年出版的。本文对《等级划分》中不同等级的偏正名词及构词语素进行统计分析,包括偏正名词的数量分析、分布状态、构词语素数量和语素构词能力分析。经本文统计发现《等级划分》中的偏正名词共计2417个,占词汇总量的21.79%,可见偏正名词的数量是相当大的,具有一定的研究意义。其次,经过统计发现构词语素数量为1270个,其中构词能力较强的语素(构词能力10)数量为115个,占总量的9.06%,所收录的词条占词条总量的41.92%。符合构词能力强的语素数量少且实用性强的特点。其次,本文以《博雅汉语》为研究对象,对教材中的偏正名词进行统计归纳,包括偏正名词的数量分析、分布状态、构词语素数量和语素构词能力分析。通过统计发现《博雅汉语》中有偏正名词共计1129个,占词汇总量的16.72%。可见在《博雅汉语》中,偏正名词的数量亦是占有相当比例的。本文经统计发现构词语素数量为835个,其中构词能力较强的语素(构词能力10)数量为26个,占总量的3.11%,收录的词条占词条总量的19.96%。符合构词能力强的语素数量少且实用性强的特点。本文依据《等级划分》,分析探究《博雅汉语》中偏正名词在数量、占比、分级等方面的问题。通过分析发现,教材中偏正名词的收录出现了超纲、数量与占比不足等问题。再次,本文从语素义和词义的理性义、色彩义和语法义三个层面进行入手,针对汉语本体中的偏正名词的语素义与词义之间的关系进行考察分析。理性义方面,对词语内部组合特点进行描述,分析偏正名词理性义与构词语素理性义的关系,找出普遍规律。色彩义方面,从构词语素的色彩义对偏正名词色彩义的影响入手,考察二者之间的联系。语法义方面,从词性的角度出发,分析偏正名词及其构词语素在语法义上的关系。最后综合以上三个层面的分析,总结出具有普遍规律的结论。最后,根据以上问题和结论,本文在教材编写偏正名词的科学性、规范性等方面提出一些意见与建议,并针对不同等级的学习者提出相应的教学策略,试图可以为对外汉语教学实践提供一些思路。
[Abstract]:Vocabulary teaching is an important part of teaching Chinese as a foreign language, and it is also very important for learners to learn vocabulary. In the current practice of teaching Chinese as a foreign language, Chinese teachers still use word-based teaching theory to carry out vocabulary teaching. Although many achievements have been made in the research of morpheme in the study of Chinese ontology, the importance of morpheme in teaching Chinese as a foreign language has not been paid enough attention to. Based on morphem-based theory, this paper makes an analysis of the teaching of Chinese as a foreign language from the perspective of morpheme standard by taking partial formal compound nouns (hereinafter referred to as "biased nouns") as the starting point. In this paper, econometric analysis, comparative analysis, theoretical and practical methods are used to analyze the argument. The second and third chapters are the key points in this paper. First of all, this paper is based on the Chinese syllabic Chinese word grading for Chinese International Education (hereinafter referred to as "Grade Classification"), which was compiled by the National Chinese Affairs Office, the Department of Social Sciences of the Ministry of Education, and the "Grade Classification" research group. Published by Beijing language and Culture University Press in 2010. This paper makes a statistical analysis of the correct nouns and morphemes of different grades in grading, including the quantitative analysis, the distribution state, the number of morpheme and the morpheme formation ability of the biased nouns. According to the statistics of this paper, the total number of positive nouns in grading is 2417, accounting for 21.79% of the total vocabulary, and the number of positive nouns is quite large, which has a certain significance of research. Secondly, it is found that the number of word-forming morphemes is 1270, among which the number of word-forming morphemes (10) is 115, accounting for 9.06% of the total, and the included entries account for 41.92% of the total. The number of morphemes in accordance with the strong ability of word formation is small and practical. Secondly, taking Boya Chinese as the research object, this paper makes a statistical analysis of the correct nouns in the textbook, including the quantitative analysis, the distribution state, the number of word-forming morpheme and the analysis of the morpheme's word-formation ability. It is found that there are 1129 positive nouns in Boya Chinese, accounting for 16.72% of the total vocabulary. It can be seen that in Boya Chinese, the number of orthodox nouns also accounts for a considerable proportion. In this paper, we find that the number of morpheme is 835, among which the number of word-forming morpheme (10) is 26, accounting for 3.11% of the total, and the number of entries is 19.96% of the total. The number of morphemes in accordance with the strong ability of word formation is small and practical. Based on the classification of grades, this paper analyzes and probes into the problems of the number, proportion and classification of positive nouns in Boya Chinese. Through analysis, it is found that the inclusion of biased nouns in the textbook has some problems, such as over-outline, insufficient quantity and proportion, and so on. Thirdly, this paper analyzes the relationship between morpheme and lexical meaning from three aspects: rational meaning, color meaning and grammatical meaning, and analyzes the relationship between morpheme meaning and word meaning in Chinese Noumenon. In the aspect of rational meaning, this paper describes the characteristics of the internal combination of words, analyzes the relationship between the rational meaning of correct nouns and the rational meaning of morpheme of word formation, and finds out the general law. In terms of color meaning, the relationship between the color meaning of morpheme and the color meaning of positive nouns is investigated. In the aspect of grammatical meaning, this paper analyzes the relationship between grammatical meaning of orthodox nouns and morphemes of word formation from the point of view of part of speech. Finally, by synthesizing the above three levels of analysis, the conclusion with universal law is summarized. Finally, according to the above questions and conclusions, this paper puts forward some opinions and suggestions on the scientific and normative aspects of compiling the correct nouns in the textbook, and puts forward the corresponding teaching strategies for the learners of different levels. This paper tries to provide some ideas for teaching Chinese as a foreign language.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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