本文關鍵詞： 發(fā)展?jié)h語》(第二版)綜合系列 《漢語教程》(修訂本) 副詞 對比　出處：《河北大學》2017年碩士論文　論文類型：學位論文

【摘要】：副詞是對外漢語教學中研究的重點和難點,但是在對外漢語教材中副詞的編入研究有限。不同的漢語教材中副詞的數(shù)量以及選用范圍不一致,副詞等級選取不統(tǒng)一,釋義存在差異,從而導致學生在同等級的學習階段對副詞的數(shù)量、范圍、釋義等方面的學習和掌握上存在差異,影響整體的教學效果。鑒于此,本文選用由李泉主編的2001年北京語言大學出版社出版的《發(fā)展?jié)h語》(第二版)綜合系列教材,和由楊寄洲主編的2006年北京語言大學出版社出版的《漢語教程》(修訂本)兩套對外漢語教材進行比較,以《漢語水平詞匯與漢字等級大綱》為界定標準,綜合運用語料統(tǒng)計、文獻資料、對比分析等研究方法對副詞數(shù)量、排列等級、分類、釋義方式和釋義內容、練習幾方面進行了全面分析和研究。通過對比兩本教材的異同點,分析了副詞在對外漢語教材編寫中存在的問題。從《發(fā)展?jié)h語》(第二版)和《漢語教程》(修訂本)副詞收錄的總量來看,《發(fā)展?jié)h語》(第二版)更符合循序漸進的原則,有利于學生的穩(wěn)步提升。從副詞的等級難度上看,《發(fā)展?jié)h語》(第二版)的等級詞匯更符合《漢語水平詞匯和漢字等級大綱》的詞匯等級要求。而《漢語教程》(修訂本)詞匯總數(shù)偏少,而且與《漢語水平詞匯和漢字等級大綱》的詞匯等級不對應,超綱詞匯比例過多。從各類副詞占比順序上看,《發(fā)展?jié)h語》比《漢語教程》更符合《漢語水平詞匯和漢字等級大綱》的占比順序,但是總體上兩套教材與《漢語水平詞匯和漢字等級大綱》相差較小。從副詞分類占比對應數(shù)據看,兩套教材與大綱都有差距,相比較而言,《發(fā)展?jié)h語》與大綱的占比更為接近。從釋義方式上看,《發(fā)展?jié)h語》采用逐級增加中文注釋的方式,而《漢語教程》采用單一的英文注釋。從釋義內容上看,《發(fā)展?jié)h語》和《漢語教程》兩套教材中都存在相同副詞的英文注釋不同的情況。兩套教材中都對多義詞的二次注釋進行了擴充,適時提升了漢語的難度,有利于提高學生的漢語水平。從練習上看,《漢語教程》的副詞練習題型較為豐富,形式多樣,除了基礎性練習,而且注重題型上難度的循序漸進的提升。通過對兩套教材的詳盡比較,展示教材的優(yōu)缺點,希望能夠為今后對外漢語教材編寫提供資料支撐和經驗借鑒。
[Abstract]:Adverbs are the focus and difficulty in teaching Chinese as a foreign language, but the number and selection range of adverbs in different Chinese textbooks are not consistent. The level selection of adverbs is not uniform, and there are differences in interpretation, which leads to differences in the number, scope and interpretation of adverbs in the same level of study. In view of this, this paper chooses the comprehensive series of textbooks published by Beijing language and language University Press in 2001 (second edition), edited by Li Quan. In 2006, Beijing language University Press published "Chinese course" (revised) two sets of foreign language textbooks were compared. Taking the outline of Chinese level Vocabulary and Chinese characters as the definition standard, the author makes comprehensive use of corpus statistics, literature, comparative analysis and other research methods to analyze the number, ranking, classification, interpretation and content of adverbs. Practice several aspects of comprehensive analysis and research. Through the comparison of the similarities and differences between the two textbooks. This paper analyzes the problems of adverbs in compiling textbooks for Chinese as a foreign language. From the perspective of the total amount of adverbs collected in the second edition of the second edition and the revised version of Chinese tutorials. "developing Chinese" (second edition) is more in line with the principle of gradual and orderly, which is conducive to the steady improvement of students. From the level of adverb difficulty. The level vocabulary of "Development Chinese" (second edition) is more in line with the "Chinese level Vocabulary and Chinese character Grade outline", but the total number of "Chinese course" (revised) vocabulary is less than that of "Chinese level Vocabulary and Chinese character Grade outline". And with the "Chinese level vocabulary and Chinese character grade outline" vocabulary levels do not correspond to, the proportion of superclass vocabulary is excessive. From the perspective of the proportion of various adverbs in the order. "developing Chinese" is more in line with the proportion of "Chinese level Vocabulary and Chinese character Grade outline" than "Chinese course". But on the whole, there is a small difference between the two sets of textbooks and "Chinese level Vocabulary and Chinese character Grade outline". From the corresponding data of adverb classification ratio, there is a gap between the two sets of textbooks and the outline, compared with each other. "Development Chinese" is closer to the proportion of outline. From the view of interpretation, "developing Chinese" adopts the way of adding Chinese annotation step by step, while "Chinese course" adopts a single English annotation, and looks from the content of interpretation. The English annotation of the same adverbs is different in the two sets of textbooks. The second annotation of polysemous words has been expanded in both sets of textbooks, and the difficulty of the Chinese language has been improved at the right time. From the practice point of view, the adverb exercises of the Chinese course are rich and diverse, except for the basic exercises. Through the detailed comparison of the two sets of textbooks, show the advantages and disadvantages of the textbooks, hoping to provide data support and experience for the compilation of Chinese as a foreign language textbook in the future.
【學位授予單位】：河北大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.4

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