本文選題：對(duì)外漢語(yǔ) + 詞匯教學(xué)　； 參考：《廣州大學(xué)》2012年碩士論文

【摘要】：本文以《我的漢語(yǔ)教室》這套教材為例，主要分析其中的詞匯英譯問題。先綜合分析了對(duì)外漢語(yǔ)詞匯教學(xué)及詞匯譯釋問題的研究現(xiàn)狀，再對(duì)這套教材中存在的詞匯英譯問題進(jìn)行了深入細(xì)致的收集、歸類、分析和研究。其次又給出了造成詞匯英譯問題的一些原因，最后又在總結(jié)全文的基礎(chǔ)上對(duì)對(duì)外漢語(yǔ)詞匯教學(xué)提出了一些意見。 本文共分為以下幾個(gè)部分，第一章是緒論，緒論主要介紹了選題背景、選題意義、對(duì)外漢語(yǔ)詞匯教學(xué)和詞匯譯釋的研究概況及相關(guān)文獻(xiàn)綜述，還介紹了研究過程中需要用到的主要理論依據(jù)，如詞匯教學(xué)、第二語(yǔ)言教學(xué)、語(yǔ)言學(xué)、語(yǔ)義學(xué)、翻譯學(xué)方面的一些理論。 第二章探討并分析歸納了《我的漢語(yǔ)教室》在詞匯英譯方面存在的一些問題，首先介紹了詞匯教學(xué)在對(duì)外漢語(yǔ)教學(xué)中的重要性，其次具體分析了《我的漢語(yǔ)教室》在詞匯英譯方面存在的一些問題，并對(duì)這些問題進(jìn)行了分類，如英譯詞匯與漢語(yǔ)詞匯的基本意義不等、附加意義不等、語(yǔ)法意義不等、文化意義不等，教材不注重語(yǔ)義變遷等問題。 第三章探討了對(duì)外漢語(yǔ)教材詞匯英譯問題的產(chǎn)生的若干原因。一是教材編寫方面的原因，如教材質(zhì)量和編寫人員的水平差異等問題；二是漢英語(yǔ)言差異方面的原因，如漢英語(yǔ)義偏差、結(jié)構(gòu)偏差等原因；三是漢英文化差異方面的原因，如地理位置、民族文化和宗教信仰不同的原因等。 第四章提出了解決詞匯英譯問題的若干原則和方法，如字、詞、語(yǔ)素相結(jié)合的教學(xué)原則，直譯與意譯相結(jié)合的翻譯原則，結(jié)合上下文語(yǔ)境進(jìn)行詞匯翻譯的方法，利用詞匯對(duì)比和類比的方法，注重階段性教學(xué)的方法以及豐富教學(xué)手段等方法。 第五章是總結(jié)部分，首先對(duì)全文做了一個(gè)整體性的概括和總結(jié)，其次又分析了自身存在的不足之處，，又對(duì)后續(xù)工作進(jìn)行了展望。
[Abstract]:Taking my Chinese classroom as an example, this paper analyzes the translation of vocabulary into English. This paper analyzes the present situation of vocabulary teaching and translation interpretation in TCFL, and then makes a thorough and detailed collection, classification, analysis and research on the problems of English translation of vocabulary in this set of textbooks. Secondly, it gives some reasons for the problem of vocabulary translation, and finally puts forward some suggestions on vocabulary teaching in TCFL on the basis of summing up the full text. This paper is divided into the following parts. The first chapter is the introduction. The introduction mainly introduces the background of the topic, the significance of the topic, the general situation of the research on vocabulary teaching and interpretation of Chinese as a foreign language and the related literature review. It also introduces the main theoretical basis used in the research, such as vocabulary teaching, second language teaching, linguistics, semantics and translation. The second chapter discusses and analyzes some problems existing in the translation of vocabulary in my Chinese classroom. First of all, it introduces the importance of vocabulary teaching in teaching Chinese as a foreign language. Secondly, this paper analyzes the problems existing in the translation of vocabulary in my Chinese classroom, and classifies these problems, such as the differences in the basic meanings, the additional meanings and the grammatical meanings of the words translated from English to Chinese. The cultural meaning is not equal, the teaching material does not pay attention to the semantic change and so on. The third chapter discusses the reasons for the problem of vocabulary translation in TCFL textbooks. First, the reasons for the compilation of textbooks, such as the differences in the quality of the textbooks and the level of the staff, the second, the reasons for the differences in Chinese and English languages, such as the semantic deviations between Chinese and English, the structural deviations, etc.; the third, the reasons for the cultural differences between Chinese and English, Such as geographical location, ethnic culture and religious beliefs of different reasons and so on. Chapter four puts forward some principles and methods to solve the problem of English translation of vocabulary, such as the teaching principle of combining words, words and morpheme, the principle of combining literal translation with free translation, and the method of lexical translation combining context. By means of lexical contrast and analogy, emphasis should be placed on the methods of phased teaching and enrichment of teaching methods. The fifth chapter is the summary part. Firstly, it summarizes and summarizes the whole text, then analyzes the shortcomings of itself, and looks forward to the follow-up work.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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