本文選題：對(duì)外漢語(yǔ)教材 + 生詞表��； 參考：《吉林大學(xué)》2013年碩士論文

【摘要】：對(duì)外漢語(yǔ)教材作為中華文化傳播的載體之一,在傳播中華語(yǔ)言、文化的過(guò)程中起到了重要的作用。在對(duì)外漢語(yǔ)教學(xué)中，教材是學(xué)生學(xué)習(xí)漢語(yǔ)的第一手材料，而教材中的英文注釋便是母語(yǔ)非漢語(yǔ)學(xué)生學(xué)習(xí)漢語(yǔ)詞匯的主要媒介，所以，英語(yǔ)注釋的準(zhǔn)確與否，直接影響著學(xué)生的漢語(yǔ)學(xué)習(xí)效果。教材生詞表的英譯是一個(gè)完整教學(xué)周期的先行者，符合兩種語(yǔ)言規(guī)律的英文注釋有助于學(xué)習(xí)者在“正遷移”作用下，順利構(gòu)建中介語(yǔ)。本文即針對(duì)當(dāng)前對(duì)外漢語(yǔ)教材英文注釋存在的問(wèn)題展開(kāi)研究，以期提出合理建議，盡量減少因詞匯英文注釋不當(dāng)對(duì)漢語(yǔ)學(xué)習(xí)者造成的影響。 本文首先進(jìn)行了現(xiàn)狀分析，通過(guò)詳細(xì)分析并對(duì)比部分有代表性的對(duì)外漢語(yǔ)教材，總結(jié)出了當(dāng)前對(duì)外漢語(yǔ)教材詞匯英文注釋的三大類(lèi)方式，即：（1）語(yǔ)素注釋法；（2）按義項(xiàng)處理生詞的英文注釋方式；（3）對(duì)生詞使用范圍加注或其它各類(lèi)翻譯方法。通過(guò)對(duì)教材英文注釋方式的分析，歸納出不同教材英文注釋方式的特點(diǎn)，也發(fā)現(xiàn)了其中存在的問(wèn)題。并以北京語(yǔ)言大學(xué)出版社出版的《漢語(yǔ)教程》為主要范例，通過(guò)對(duì)教材詞匯表英文注釋的逐一統(tǒng)計(jì)、研究，，找出了教材中英文注釋存在的問(wèn)題，并將這些問(wèn)題歸類(lèi)為（1）教材編寫(xiě)導(dǎo)致的問(wèn)題；（2）詞匯注釋在語(yǔ)義方面存在的問(wèn)題；（3）在語(yǔ)法方面存在的問(wèn)題；（4）在語(yǔ)用方面存在的問(wèn)題。為了增強(qiáng)文章的說(shuō)服力，筆者還將部分有代表性的目標(biāo)詞在HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中進(jìn)行了檢索，找到了相關(guān)的偏誤案例，結(jié)合筆者在實(shí)踐中遇到的留學(xué)生常見(jiàn)偏誤，總結(jié)出了留學(xué)生習(xí)得偏誤和教材存在的英文注釋問(wèn)題有一定的相關(guān)性。為了提高教材英文注釋質(zhì)量，幫助留學(xué)生盡量減少習(xí)得偏誤的發(fā)生，文章提出了相關(guān)建議，包括：糾正教材編寫(xiě)錯(cuò)誤；適當(dāng)注釋語(yǔ)素、合并詞條，并把握語(yǔ)素、字、詞相結(jié)合的注釋方式；增加中、英文注釋法等減少或避免在語(yǔ)義、語(yǔ)法、語(yǔ)用方面存在的注釋問(wèn)題；利用各種輔助方式注釋生詞表；建立相關(guān)網(wǎng)站；轉(zhuǎn)化學(xué)術(shù)界成果等方式來(lái)完善教材的英文注釋。
[Abstract]:As one of the carriers of Chinese culture, teaching materials play an important role in the process of spreading Chinese language and culture.In teaching Chinese as a foreign language, textbooks are the first-hand materials for students to learn Chinese, and the English notes in the textbooks are the main media for non-Chinese native language students to learn Chinese vocabulary.It has a direct effect on students' Chinese learning.The translation of new words into English is the forerunner of a complete teaching cycle. English annotation in accordance with the law of two languages can help learners to construct interlanguage smoothly under the function of positive transfer.This paper focuses on the problems existing in the English annotation of Chinese as a foreign language textbook in order to put forward some reasonable suggestions to minimize the influence of improper vocabulary annotation on Chinese learners.This paper firstly analyzes the present situation and summarizes the three kinds of English annotation of vocabulary in the current textbooks by analyzing and comparing some representative textbooks of Chinese as a foreign language in detail.(2) the English annotation method of processing new words according to the meaning is added to the scope of use of new words or other kinds of translation methods.Based on the analysis of the English annotation methods of the textbooks, the characteristics of the English annotation methods of different textbooks are summed up, and the existing problems are also found.Taking the Chinese course published by Beijing language and language University Press as the main example, through the statistical analysis of the English annotation of the glossary of the textbook, this paper finds out the problems existing in the English and Chinese annotation of the textbook.These problems are classified as 1) the problem caused by the compilation of the textbook 2) the semantic problem of lexical annotation and 3) the grammatical problem 4) the pragmatic problem.In order to enhance the persuasiveness of the article, the author also searched some representative target words in the HSK dynamic composition corpus, and found relevant error cases, combined with the common errors encountered by the author in practice.It is concluded that there is a certain correlation between the errors in the acquisition of foreign students and the English annotation problems in the textbooks.In order to improve the quality of English annotation and to help foreign students minimize the occurrence of acquisition errors, this paper puts forward some suggestions, including: correcting the errors in the compilation of textbooks, properly annotating morphemes, merging entries, and grasping morphemes and characters.The annotation method of combining words; adding Chinese and English annotation methods to reduce or avoid annotation problems in semantic, grammatical and pragmatic aspects; using various auxiliary ways to annotate the new words list; establishing relevant websites;Transform academic achievements and other ways to improve the English textbook annotation.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.4

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