本文關(guān)鍵詞：現(xiàn)代漢語(yǔ)“口”部單音節(jié)多義動(dòng)詞的對(duì)外漢語(yǔ)教學(xué)研究　出處：《陜西師范大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： “口”部單音節(jié)多義動(dòng)詞 隱喻 認(rèn)知 對(duì)外漢語(yǔ)詞匯教學(xué)

【摘要】：學(xué)習(xí)和認(rèn)識(shí)漢語(yǔ)的一個(gè)重要角度是現(xiàn)代漢語(yǔ)詞匯。因?yàn)樗从沉酥袊?guó)社會(huì)發(fā)展和漢語(yǔ)發(fā)展?fàn)顩r,體現(xiàn)了博大精深的中國(guó)文化。所以,詞匯研究具有一定的價(jià)值意義。而在所有詞類(lèi)中,由于動(dòng)詞分類(lèi)的復(fù)雜性,所在句法的變化性,與其他詞類(lèi)結(jié)合的豐富性,動(dòng)詞一直是詞匯研究的熱點(diǎn)。 “近取諸身,遠(yuǎn)取諸物”是人類(lèi)描述和認(rèn)識(shí)周?chē)挛锏幕痉绞?所以在人類(lèi)的感知和體驗(yàn)過(guò)程中,首當(dāng)其沖的就是身體�！翱�/嘴”是人類(lèi)賴(lài)以生存,維持生命的最重要器官,由此“口/嘴”部動(dòng)作是非常典型的動(dòng)詞,具有一定的研究?jī)r(jià)值。 本研究主要考察“口”部單音節(jié)多義動(dòng)詞的對(duì)外漢語(yǔ)教學(xué),以“吃”、“含”、“吹”為研究對(duì)象,運(yùn)用了認(rèn)知語(yǔ)言學(xué)、語(yǔ)義學(xué)、義位和義位變體等理論。本文主體首先分析了“吃”、“含”、“吹”在歷時(shí)維度和共時(shí)維度下的詞義演變,從對(duì)外漢語(yǔ)詞匯教學(xué)的角度出發(fā),歸納其詞義變化的仙人掌發(fā)展模型；然后,從語(yǔ)言認(rèn)知的角度對(duì)“吃”、“含”、“吹”的詞義進(jìn)行分析,并在此基礎(chǔ)上,探討“吃”、“含”、“吹”的詞匯教學(xué)。最后,本研究提出了三條具體的關(guān)于“口”部單音節(jié)多義動(dòng)詞的對(duì)外漢語(yǔ)教學(xué)策略：第一條是運(yùn)用范疇理論,分析義符教授“口”部動(dòng)詞；第二條是運(yùn)用語(yǔ)素教學(xué)法,教授“口”部動(dòng)詞合成詞；第三條是運(yùn)用隱喻理論,教授“口”部單音節(jié)多義動(dòng)詞的詞義。希望能夠幫助對(duì)外漢語(yǔ)學(xué)習(xí)者相對(duì)輕松地掌握詞義和漢語(yǔ)詞匯,形成詞匯場(chǎng)和語(yǔ)義場(chǎng)的系統(tǒng)學(xué)習(xí)。 全文共分為六章。第一章為引言,主要論述了選題緣由,文獻(xiàn)綜述、研究范圍、指導(dǎo)理論和研究方法。第二章介紹了現(xiàn)代漢語(yǔ)“口”的語(yǔ)義系統(tǒng)以及研究語(yǔ)料的確定。第三章依托《說(shuō)文通訓(xùn)定聲》,研究“吃”、“含”、“吹”的歷時(shí)語(yǔ)義范疇。第四章結(jié)合現(xiàn)代辭書(shū)對(duì)“吃”、“含”、“吹”進(jìn)行共時(shí)維度的語(yǔ)義分析。第五章從對(duì)外漢語(yǔ)詞匯教學(xué)的角度出發(fā),對(duì)“吃”、“含”、“吹”的語(yǔ)義進(jìn)行認(rèn)知分析,并以“吃”為例結(jié)合教學(xué)實(shí)例,分析“口”部單音節(jié)多義動(dòng)詞的教學(xué)。第六章總結(jié)了對(duì)外漢語(yǔ)“口”部單音節(jié)多義動(dòng)詞的教學(xué)策略。最后一部分為結(jié)語(yǔ)。
[Abstract]:An important angle of learning and understanding Chinese is modern Chinese vocabulary, because it reflects the development of Chinese society and Chinese, and reflects the extensive and profound Chinese culture. Lexical study has certain value meaning, but in all parts of speech, verbs have always been the focus of lexical research because of the complexity of verb classification, the variety of syntax and the richness of combination with other parts of speech. It is the basic way for human beings to describe and understand the things around them. Therefore, in the process of human perception and experience, the body is the first to bear the brunt. "mouth / mouth" is the survival of human beings. As the most important organ to maintain life, "mouth / mouth" action is a very typical verb, which has certain research value. This study mainly investigates the teaching of "mouth" monosyllabic polysemous verbs as a foreign language, taking "eating", "containing" and "blowing" as research objects, using cognitive linguistics and semantics. The main body of this paper first analyzes the evolution of word meaning in the diachronic and synchronic dimensions of "eating", "containing" and "blowing", starting from the perspective of vocabulary teaching in TCFL. Induces the cactus development model of its word meaning change; Then, the meaning of "eat", "contain" and "blow" is analyzed from the perspective of language cognition, and on this basis, the vocabulary teaching of "eat", "contain" and "blow" is discussed. This study puts forward three specific strategies for teaching Chinese as a foreign language to "mouth" monosyllabic polysemous verbs. The second is the use of morpheme teaching method, teaching "mouth" verb compound words; The third is to use metaphor theory to teach the meaning of monosyllabic polysemous verbs in "mouth", hoping to help TCFL learners master the meaning and vocabulary of Chinese relatively easily. Form the systematic learning of lexical field and semantic field. This paper is divided into six chapters. The first chapter is the introduction, mainly discusses the reason of the topic, literature review, research scope. The second chapter introduces the semantic system of modern Chinese "mouth" and the determination of the research corpus. The diachronic semantic category of "blowing". Chapter 4th analyzes the synchronic dimensions of "eat", "containing" and "blowing" in combination with modern dictionaries. Chapter 5th analyzes "eating" from the perspective of vocabulary teaching in TCFL. The semantic meaning of "contain" and "blow" is analyzed, and the example of "eat" is combined with teaching examples. This paper analyzes the teaching of monosyllabic polysemous verbs in "mouth". Chapter 6th summarizes the teaching strategies of monosyllabic polysemous verbs in Chinese as a Foreign language. The last part is the conclusion.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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