本文選題：語(yǔ)素本位 + 偏正式復(fù)合名詞��； 參考：《安徽大學(xué)》2017年碩士論文

【摘要】：詞匯教學(xué)是對(duì)外漢語(yǔ)教學(xué)的重要組成部分,對(duì)于學(xué)習(xí)者來(lái)說(shuō)詞匯學(xué)習(xí)也是至關(guān)重要。在當(dāng)前的對(duì)外漢語(yǔ)教學(xué)實(shí)踐中,漢語(yǔ)教師仍多沿用詞本位教學(xué)理論進(jìn)行詞匯教學(xué)。雖然漢語(yǔ)本體研究中語(yǔ)素的相關(guān)研究取得了眾多成果,但其在對(duì)外漢語(yǔ)詞匯教學(xué)中的重要性并沒(méi)有得到足夠重視。本文從語(yǔ)素本位理論出發(fā),以偏正式復(fù)合名詞(以下簡(jiǎn)稱(chēng)偏正名詞)為切入點(diǎn),對(duì)語(yǔ)素本位視角下的偏正名詞的對(duì)外漢語(yǔ)教學(xué)進(jìn)行分析研究。本文使用了計(jì)量分析、對(duì)比分析、理論與實(shí)際相結(jié)合的方法對(duì)論點(diǎn)進(jìn)行分析,文中第二章和第三章是重點(diǎn)。首先,本文以《漢語(yǔ)國(guó)際教育用音節(jié)漢字詞匯等級(jí)劃分》(以下簡(jiǎn)稱(chēng)《等級(jí)劃分》)為基礎(chǔ),《等級(jí)劃分》選用的是由國(guó)家漢辦、教育部社科司、《等級(jí)劃分》課題組編制的,北京語(yǔ)言大學(xué)出版社2010年出版的。本文對(duì)《等級(jí)劃分》中不同等級(jí)的偏正名詞及構(gòu)詞語(yǔ)素進(jìn)行統(tǒng)計(jì)分析,包括偏正名詞的數(shù)量分析、分布狀態(tài)、構(gòu)詞語(yǔ)素?cái)?shù)量和語(yǔ)素構(gòu)詞能力分析。經(jīng)本文統(tǒng)計(jì)發(fā)現(xiàn)《等級(jí)劃分》中的偏正名詞共計(jì)2417個(gè),占詞匯總量的21.79%,可見(jiàn)偏正名詞的數(shù)量是相當(dāng)大的,具有一定的研究意義。其次,經(jīng)過(guò)統(tǒng)計(jì)發(fā)現(xiàn)構(gòu)詞語(yǔ)素?cái)?shù)量為1270個(gè),其中構(gòu)詞能力較強(qiáng)的語(yǔ)素(構(gòu)詞能力10)數(shù)量為115個(gè),占總量的9.06%,所收錄的詞條占詞條總量的41.92%。符合構(gòu)詞能力強(qiáng)的語(yǔ)素?cái)?shù)量少且實(shí)用性強(qiáng)的特點(diǎn)。其次,本文以《博雅漢語(yǔ)》為研究對(duì)象,對(duì)教材中的偏正名詞進(jìn)行統(tǒng)計(jì)歸納,包括偏正名詞的數(shù)量分析、分布狀態(tài)、構(gòu)詞語(yǔ)素?cái)?shù)量和語(yǔ)素構(gòu)詞能力分析。通過(guò)統(tǒng)計(jì)發(fā)現(xiàn)《博雅漢語(yǔ)》中有偏正名詞共計(jì)1129個(gè),占詞匯總量的16.72%�？梢�(jiàn)在《博雅漢語(yǔ)》中,偏正名詞的數(shù)量亦是占有相當(dāng)比例的。本文經(jīng)統(tǒng)計(jì)發(fā)現(xiàn)構(gòu)詞語(yǔ)素?cái)?shù)量為835個(gè),其中構(gòu)詞能力較強(qiáng)的語(yǔ)素(構(gòu)詞能力10)數(shù)量為26個(gè),占總量的3.11%,收錄的詞條占詞條總量的19.96%。符合構(gòu)詞能力強(qiáng)的語(yǔ)素?cái)?shù)量少且實(shí)用性強(qiáng)的特點(diǎn)。本文依據(jù)《等級(jí)劃分》,分析探究《博雅漢語(yǔ)》中偏正名詞在數(shù)量、占比、分級(jí)等方面的問(wèn)題。通過(guò)分析發(fā)現(xiàn),教材中偏正名詞的收錄出現(xiàn)了超綱、數(shù)量與占比不足等問(wèn)題。再次,本文從語(yǔ)素義和詞義的理性義、色彩義和語(yǔ)法義三個(gè)層面進(jìn)行入手,針對(duì)漢語(yǔ)本體中的偏正名詞的語(yǔ)素義與詞義之間的關(guān)系進(jìn)行考察分析。理性義方面,對(duì)詞語(yǔ)內(nèi)部組合特點(diǎn)進(jìn)行描述,分析偏正名詞理性義與構(gòu)詞語(yǔ)素理性義的關(guān)系,找出普遍規(guī)律。色彩義方面,從構(gòu)詞語(yǔ)素的色彩義對(duì)偏正名詞色彩義的影響入手,考察二者之間的聯(lián)系。語(yǔ)法義方面,從詞性的角度出發(fā),分析偏正名詞及其構(gòu)詞語(yǔ)素在語(yǔ)法義上的關(guān)系。最后綜合以上三個(gè)層面的分析,總結(jié)出具有普遍規(guī)律的結(jié)論。最后,根據(jù)以上問(wèn)題和結(jié)論,本文在教材編寫(xiě)偏正名詞的科學(xué)性、規(guī)范性等方面提出一些意見(jiàn)與建議,并針對(duì)不同等級(jí)的學(xué)習(xí)者提出相應(yīng)的教學(xué)策略,試圖可以為對(duì)外漢語(yǔ)教學(xué)實(shí)踐提供一些思路。
[Abstract]:Vocabulary teaching is an important part of teaching Chinese as a foreign language, and it is also very important for learners to learn vocabulary. In the current practice of teaching Chinese as a foreign language, Chinese teachers still use word-based teaching theory to carry out vocabulary teaching. Although many achievements have been made in the research of morpheme in the study of Chinese ontology, the importance of morpheme in teaching Chinese as a foreign language has not been paid enough attention to. Based on morphem-based theory, this paper makes an analysis of the teaching of Chinese as a foreign language from the perspective of morpheme standard by taking partial formal compound nouns (hereinafter referred to as "biased nouns") as the starting point. In this paper, econometric analysis, comparative analysis, theoretical and practical methods are used to analyze the argument. The second and third chapters are the key points in this paper. First of all, this paper is based on the Chinese syllabic Chinese word grading for Chinese International Education (hereinafter referred to as "Grade Classification"), which was compiled by the National Chinese Affairs Office, the Department of Social Sciences of the Ministry of Education, and the "Grade Classification" research group. Published by Beijing language and Culture University Press in 2010. This paper makes a statistical analysis of the correct nouns and morphemes of different grades in grading, including the quantitative analysis, the distribution state, the number of morpheme and the morpheme formation ability of the biased nouns. According to the statistics of this paper, the total number of positive nouns in grading is 2417, accounting for 21.79% of the total vocabulary, and the number of positive nouns is quite large, which has a certain significance of research. Secondly, it is found that the number of word-forming morphemes is 1270, among which the number of word-forming morphemes (10) is 115, accounting for 9.06% of the total, and the included entries account for 41.92% of the total. The number of morphemes in accordance with the strong ability of word formation is small and practical. Secondly, taking Boya Chinese as the research object, this paper makes a statistical analysis of the correct nouns in the textbook, including the quantitative analysis, the distribution state, the number of word-forming morpheme and the analysis of the morpheme's word-formation ability. It is found that there are 1129 positive nouns in Boya Chinese, accounting for 16.72% of the total vocabulary. It can be seen that in Boya Chinese, the number of orthodox nouns also accounts for a considerable proportion. In this paper, we find that the number of morpheme is 835, among which the number of word-forming morpheme (10) is 26, accounting for 3.11% of the total, and the number of entries is 19.96% of the total. The number of morphemes in accordance with the strong ability of word formation is small and practical. Based on the classification of grades, this paper analyzes and probes into the problems of the number, proportion and classification of positive nouns in Boya Chinese. Through analysis, it is found that the inclusion of biased nouns in the textbook has some problems, such as over-outline, insufficient quantity and proportion, and so on. Thirdly, this paper analyzes the relationship between morpheme and lexical meaning from three aspects: rational meaning, color meaning and grammatical meaning, and analyzes the relationship between morpheme meaning and word meaning in Chinese Noumenon. In the aspect of rational meaning, this paper describes the characteristics of the internal combination of words, analyzes the relationship between the rational meaning of correct nouns and the rational meaning of morpheme of word formation, and finds out the general law. In terms of color meaning, the relationship between the color meaning of morpheme and the color meaning of positive nouns is investigated. In the aspect of grammatical meaning, this paper analyzes the relationship between grammatical meaning of orthodox nouns and morphemes of word formation from the point of view of part of speech. Finally, by synthesizing the above three levels of analysis, the conclusion with universal law is summarized. Finally, according to the above questions and conclusions, this paper puts forward some opinions and suggestions on the scientific and normative aspects of compiling the correct nouns in the textbook, and puts forward the corresponding teaching strategies for the learners of different levels. This paper tries to provide some ideas for teaching Chinese as a foreign language.
【學(xué)位授予單位】：安徽大學(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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本文編號(hào)：1779188