本文選題：動(dòng)物語(yǔ)素 + 比喻詞��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：現(xiàn)代漢語(yǔ)中有很多含有動(dòng)物語(yǔ)素類(lèi)的比喻詞,它們多含非線性組合的比喻義,因而成為留學(xué)生學(xué)習(xí)和使用的難點(diǎn),如雙音節(jié)的“牛馬”“豺狼”,三音節(jié)的“旱鴨子”“紙老虎”等。這類(lèi)詞在現(xiàn)代漢語(yǔ)中有多少?構(gòu)詞理?yè)?jù)和組合規(guī)律有哪些?在對(duì)外漢語(yǔ)詞匯教學(xué)中如何對(duì)該類(lèi)詞更好地進(jìn)行教學(xué)?基于此,本文以含動(dòng)物語(yǔ)素類(lèi)比喻詞(以下簡(jiǎn)稱(chēng)動(dòng)物類(lèi)比喻詞)為研究對(duì)象,將《現(xiàn)代漢語(yǔ)詞典》(以下簡(jiǎn)稱(chēng)《現(xiàn)漢》)和孫全洲主編的《現(xiàn)代漢語(yǔ)學(xué)習(xí)詞典》(以下簡(jiǎn)稱(chēng)《學(xué)習(xí)詞典》)作為封閉的語(yǔ)料來(lái)源,從中窮盡式地統(tǒng)計(jì)出該類(lèi)詞。通過(guò)對(duì)兩部詞典中動(dòng)物類(lèi)比喻詞的釋義方式、釋義內(nèi)容及收詞的對(duì)比,提出合理建議。同時(shí)在收集留學(xué)生使用動(dòng)物類(lèi)比喻詞偏誤的基礎(chǔ)上,對(duì)對(duì)外漢語(yǔ)教學(xué)提出有針對(duì)性的教學(xué)建議。本文共分六個(gè)部分。緒論部分對(duì)本文的選題價(jià)值、研究現(xiàn)狀、研究?jī)?nèi)容、研究思路、研究方法進(jìn)行了整體的說(shuō)明。第一章,動(dòng)物類(lèi)比喻詞的本體研究。本文首先對(duì)動(dòng)物類(lèi)比喻詞進(jìn)行界定,確定研究范圍。服務(wù)于動(dòng)物類(lèi)比喻詞的對(duì)外漢語(yǔ)教學(xué),我們著重探討了動(dòng)物類(lèi)比喻詞的構(gòu)詞理?yè)?jù)問(wèn)題和組合問(wèn)題。其中,理?yè)?jù)主要研究了主觀想象相似、局部特征相似、整體特征相似、動(dòng)態(tài)相似、靜態(tài)相似、顏色相似六種類(lèi)型。探討了動(dòng)物類(lèi)語(yǔ)素與動(dòng)物類(lèi)語(yǔ)素及非動(dòng)物類(lèi)語(yǔ)素的組合問(wèn)題。第二章,《現(xiàn)漢》與《學(xué)習(xí)詞典》釋義的對(duì)比研究。本章分別從詞典的釋義方式、釋義內(nèi)容方面進(jìn)行對(duì)比分析。兩部詞典中涉及的釋義方式主要有詞語(yǔ)式、定義式、描述式三大類(lèi)。釋義內(nèi)容主要從條目、義項(xiàng)及陪義等幾個(gè)方面進(jìn)行比較,發(fā)現(xiàn)兩部詞典都存在著同類(lèi)詞釋義模式不統(tǒng)一、常用義項(xiàng)缺漏、解釋詞和被釋詞詞性不一致、提示詞使用不規(guī)范等問(wèn)題,并提出了修訂建議。第三章,《現(xiàn)漢》與《學(xué)習(xí)詞典》收詞的對(duì)比研究�！冬F(xiàn)漢》收錄的動(dòng)物類(lèi)比喻詞共計(jì)266個(gè),《學(xué)習(xí)詞典》共收錄了82個(gè),兩部詞典共有的詞語(yǔ)數(shù)量為81個(gè)。我們根據(jù)暨南大學(xué)中介語(yǔ)語(yǔ)料庫(kù)和北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)里動(dòng)物類(lèi)比喻詞的詞頻統(tǒng)計(jì),依據(jù)學(xué)習(xí)詞典以頻率為主、參照通用度的收詞原則,對(duì)《學(xué)習(xí)詞典》的收詞提出了建議。第四章,對(duì)外漢語(yǔ)動(dòng)物類(lèi)比喻詞教學(xué)。通過(guò)對(duì)留學(xué)生使用動(dòng)物類(lèi)比喻詞產(chǎn)生的偏誤,分析原因。結(jié)合詞典的釋義,我們認(rèn)為在對(duì)外漢語(yǔ)動(dòng)物類(lèi)比喻詞的教學(xué)中應(yīng)該梳理出本義和比喻義的關(guān)系,注意不同民族背景下文化的差異,注意不同語(yǔ)言中詞語(yǔ)的對(duì)應(yīng)性,并根據(jù)動(dòng)物類(lèi)比喻詞的構(gòu)詞規(guī)律進(jìn)行教學(xué)。結(jié)語(yǔ)部分回顧了本文的主要研究?jī)?nèi)容,客觀總結(jié)了不足之處,并對(duì)今后研究進(jìn)行了展望。
[Abstract]:There are many metaphors with animal morphemes in modern Chinese, many of which contain the figurative meaning of nonlinear combination, so they become the difficulty of studying and using by foreign students, such as the two-syllable "bull horse" and "jackal". The three-syllable "dry duck", "paper tiger", etc. How many such words are there in modern Chinese? What are the motivation and combination rules of word formation? How to better teach this kind of words in the vocabulary teaching of TCFL? Based on this, this paper takes the metaphorical words containing animal morpheme (hereinafter referred to as animal figurative word) as the research object. The Modern Chinese Dictionary (hereinafter referred to as "Xianhan") and the Modern Chinese Learning Dictionary (hereinafter referred to as "Learning Dictionary"), edited by Sun Quanzhou, are taken as the closed source of corpus, from which the words are counted out in an exhaustive manner. Based on the comparison between the two dictionaries on the interpretation of animal figurative words, the content of interpretation and the acceptance of words, some reasonable suggestions are put forward. At the same time, on the basis of collecting the errors in the use of animal figurative words by foreign students, the author puts forward some suggestions for teaching Chinese as a foreign language. This paper is divided into six parts. In the introduction part, the value, research status, research contents, research ideas and research methods of this paper are explained as a whole. The first chapter is the ontological study of animal metaphors. In this paper, animal metaphors are defined to determine the scope of the study. In the teaching of animal figurative words as a foreign language, we focus on the motivation and combination of animal figurative words. Among them, motivation mainly studies six types: subjective imagination similarity, local feature similarity, global feature similarity, dynamic similarity, static similarity and color similarity. The combination of animal morpheme with animal morpheme and non-animal morpheme is discussed. The second chapter, the contrastive study of the interpretation of present Han and Learning Dictionary. This chapter makes a contrastive analysis from the interpretation of the dictionary and the content of the interpretation. In the two dictionaries, there are three kinds of definitions: word, definition and description. The content of interpretation is mainly compared from several aspects, such as entry, meaning and accompanying meaning. It is found that the two dictionaries have different interpretation modes of the same kind of words, common meanings are missing, explanatory words are not consistent with those of explained words in part of speech. Some problems such as nonstandard use of words are suggested, and some suggestions for revision are put forward. In Chapter 3, the comparative study of the words collected in the "Xianhan" and "Learning Dictionary" shows that there are 266 animal figurative words collected in the < Xianhan], 82 of which are included in the Learning Dictionary, and the number of words shared by the two dictionaries is 81. According to the frequency statistics of animal figurative words in the interlanguage corpus of Jinan University and the HSK dynamic composition Corpus of Beijing language and language University, and according to the principle of word acceptance, Some suggestions are put forward for the acceptance of words in the Learning Dictionary. The fourth chapter, animal figurative words teaching in TCFL. This paper analyzes the causes of errors caused by the use of animal metaphors by foreign students. Combined with the interpretation of the dictionary, we think that in the teaching of animal figurative words in TCFL, we should sort out the relationship between the original meaning and the metaphorical meaning, pay attention to the cultural differences in different national backgrounds, and pay attention to the correspondence of the words in different languages. And according to animal figurative word formation rule of teaching. The conclusion part reviews the main contents of this paper, summarizes the deficiency objectively, and looks forward to the future research.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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