“老师”与“教师”的“词汇语义-题元框架”差异比较及原因剖析

发布时间：2018-06-16 12:17

本文选题：老师 + 教师　；参考：《南京师范大学文学院学报》2017年02期

【摘要】："老师"和"教师"作为同义词,由于词汇语义和句法组合上的相似性,一直是词典释义和词汇学习的难点。而目前学界对两词在语体、指称差异等角度的探讨,并没有揭示两词的源流差异以及造成使用差别的深层原因。基于莫斯科语义学派的名词分类和题元框架的相关理论,回溯了两词的语义源流,并在标注语料库的基础上对比分析了两者词汇语义及题元框架差异,并揭示了差异背后的深层原因。结论认为两个词在句法、语用等方面差异的根本原因是由于"老师"属于关系名词,"教师"属于性质名词,以及由两词包含的关系义征和性质义征决定而形成的不同题元框架的制约。研究结论对词典释义、对外汉语教学以及语言信息处理都有一定价值。
[Abstract]:As a synonym, "teacher" and "teacher" have always been the difficulties in lexical interpretation and vocabulary learning due to the similarity of lexical semantic and syntactic combinations. At present, the academic circles have not revealed the source and stream differences of the two words and the underlying causes of the differences in their use from the perspectives of style and referential differences. Based on the related theories of the classification of nouns and the frame of the topic of the Moscow semantic School, the semantic origin of the two words is traced back, and the differences between the lexical semantics and the topic-meta-frame are compared and analyzed on the basis of the annotated corpus. And reveals the deep reason behind the difference. The conclusion is that the fundamental reason for the differences in syntax and pragmatics between the two words is that "teacher" belongs to the relation noun and "teacher" belongs to the nature noun. And the constraints of different meta-frames formed by the relation and nature of the two words. The conclusions are valuable for dictionary interpretation, teaching Chinese as a foreign language and language information processing.
【作者单位】：南京体育学院语文部;南京师范大学文学院;
【基金】：教育部人文社科青年基金项目(14YJC740077) 国家社科青年基金项目(12CYY052) 山东省语言资源开发与应用重点实验室项目(1311023)的资助
【分类号】：H136

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