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  本文關鍵詞：與方位相關的傳承語素構詞及其在對外漢語詞匯教學中的應用　出處：《安徽大學》2014年碩士論文　論文類型：學位論文

  更多相關文章： 傳承語素 方位 構詞 對外漢語詞匯教學 教學方法

【摘要】：關于語素以及語素教學法對外漢語教學界的研究基本集中在共時層面。楊曉黎(2006)從歷時角度提出了傳承語素的概念,為對外漢語語素教學開辟了新的思路。本文基于傳承語素的理論指導,以《現(xiàn)代漢語詞典》和《王力古漢語字典》為語素義來源,從構詞能力、語義特征、文化色彩三個方面對與方位相關的傳承語素進行集中分析研究。最后,在對與方位相關的傳承語素進行考察的基礎上,挑選有代表性的語素進行專題教學,并以此為依據在方位類語素教學方面提出幾點建議。 文章共分為五個部分。第一部分是緒論部分,主要介紹語素及語素分類研究現(xiàn)狀、國內外方位詞研究現(xiàn)狀、對外漢語教學界語素教學現(xiàn)狀,本論文的研究方法和研究思路。 第二部分是對與方位相關的傳承語素在現(xiàn)代漢語中構詞方式與語義特征的分析。首先確定與方位相關的傳承語素的范圍,劃分與方位相關的傳承語素的構詞類型,從構詞方式、語義特征、文化色彩三個方面對構詞特點進行考察,分析了漢語中與方位相關的詞義系統(tǒng)的復雜性和豐富性。 第三部分,與《漢語水平詞匯與漢字等級大綱》、《新漢語水平考試大綱》進行對比,首先考察《漢語國際教育用音節(jié)漢字詞匯等級劃分》中與方位相關的傳承語素的構詞情況,并從構造和語義兩方面對構詞進行分析。然后,對對外漢語基本方位語素的教學模式進行探析,包括對表示空間語義的方位類語素教學和表示參照點區(qū)域的方位類語素教學提出建議。 第四部分將前文研究成果應用到教學上,挑選有代表性的語素進行專題教學設計。分析《看圖說話·一年級》、《漢語閱讀教程修訂本·第一冊》、《漢語聽力教程修訂本·第一冊》、《漢語教程·第一冊》中與方位相關的語素出現(xiàn)的情況。在分析教材的生詞、課文設置情況的基礎上,筆者提出了關于教學方法的三點建議：第一,語素教學法,注重方位詞的基本意義教學,適當穿插語素構詞的訓練；第二,語境操練法,重視講解方位語素組成的詞語的隱喻用法；第三,文化教學法,結合中國文化進行詞匯教學,加深學生理解,提高學生學習漢語的興趣。 第五部分為結語�？偨Y歸納了本文的主要觀念,并指出本文研究存在的不完善的地方。
[Abstract]:The research on morpheme and morpheme teaching in teaching Chinese as a foreign language is concentrated on the synchronic level. Yang Xiaoli 2006) put forward the concept of passing on morpheme from the diachronic point of view. Based on the theory of inheriting morpheme, this paper takes Modern Chinese Dictionary and Wang Li Ancient Chinese Dictionary as the source of morpheme meaning, from the word formation ability, semantic characteristics. Three aspects of cultural color related to the location of inheritance morpheme analysis and research. Finally, on the basis of the study of the inherited morpheme related to location, selected representative morphemes for thematic teaching. On the basis of this, some suggestions are put forward in the teaching of locational morpheme. This paper is divided into five parts. The first part is the introduction part, mainly introduces the research status of morpheme and morpheme classification, the research status of locative words at home and abroad, and the current situation of morpheme teaching in the field of teaching Chinese as a foreign language. The research method and thought of this thesis. The second part is the analysis of the morphemes related to location in modern Chinese word formation and semantic characteristics. Firstly, the scope of the inherited morpheme related to location is determined. Division and location related to the inheritance of morpheme word formation type, from the word formation mode, semantic characteristics, cultural color to investigate the characteristics of word formation. This paper analyzes the complexity and richness of location-related semantic systems in Chinese. The third part compares with the outline of Chinese level Vocabulary and Chinese characters and the outline of New Chinese proficiency Test. First of all, the lexical classification of syllabic Chinese characters used in Chinese International Education is studied, and the formation of inherited morpheme is analyzed from the aspects of construction and semantics. This paper probes into the teaching mode of the basic locative morpheme of TCFL, including the teaching of the location-like morpheme which represents the spatial semantics and the teaching of the location-like morpheme of the reference point area. The 4th part applies the previous research results to the teaching, selects the representative morpheme to carry on the special topic teaching design. Analyzes "look at the picture to speak 路the first grade", "Chinese reading course revised edition first volume". "Chinese listening course revision 路first volume", "Chinese tutorials 路first volume", "Chinese tutorials 路volume one", the situation of morphemes related to orientation. Based on the analysis of the new words and text settings of the textbooks. The author puts forward three suggestions on teaching methods: first, the teaching method of morpheme, pay attention to the teaching of the basic meaning of locative words, and appropriately insert the training of morpheme formation; Second, context practice, pay attention to explaining the metaphorical usage of words composed of locative morphemes; Third, cultural teaching method, combined with Chinese culture, vocabulary teaching, deepen students' understanding, enhance students' interest in learning Chinese. Part 5th is the conclusion. It summarizes the main ideas of this paper and points out the imperfections in this study.
【學位授予單位】：安徽大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195.3

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本文編號：1419614