本文選題：對釋詞 + 同譯詞　； 參考：《陜西師范大學(xué)》2009年碩士論文

【摘要】： 目前,大部分對外漢語教材的生詞表使用英語詞語進行對釋。在教學(xué)過程中我們經(jīng)常遇到這種情況:學(xué)習(xí)者根據(jù)英語對釋說出的句子,不符合漢語的用法特點,教師不了解英漢詞語的差別,只能做出表面性的更正,而無法解釋出為什么。當(dāng)前對外漢語教材生詞處理的研究都意識到了運用母語對釋漢語容易讓學(xué)習(xí)者根據(jù)母語知識,形成語義、語法、語用上的錯誤等,提倡將漢語和其他語言進行對比分析,強調(diào)母語和目的語詞語對比在教材編寫中的應(yīng)用。但是,當(dāng)前的研究偏重介紹性文章多,沒有從更為具體的詞語對比入手。無論從教學(xué)實踐,還是從理論研究來講,對外漢語教材中的生詞表仍有必要做進一步的研究。 本文以《實用速成漢語》(英.石明理,田皓皓著,陜西師范大學(xué)出版社,2007年,以下簡稱CME)1-5冊中的詞匯表中一對一的對釋詞語為研究對象,從對釋和同譯兩個角度,在對比語言學(xué)和詞匯語義學(xué)的理論框架下,采用定量、定性的分析方法,對對譯詞語之間的詞語進行深入細(xì)致的描寫、對比。利用英漢雙語語料庫,呈現(xiàn)英漢詞語的使用情況。對一套教材中的一類對釋詞語做窮盡性的描寫、分析和對比。以期優(yōu)化對外漢語教材詞匯釋義,細(xì)化英漢詞語對比,服務(wù)于對外漢語教學(xué)。 本文章節(jié)安排,一共分為四章。第一章“引論”部分主要對對外漢語教材中的生詞注釋研究和英漢詞語對比研究進行評述,并指出其研究不足之處;介紹本文研究所用理論框架、研究范圍和方法以及研究特色和創(chuàng)新之處。 第二章部分從基義、陪義、詞義演變和詞類變化四個方面深入到詞義內(nèi)部,對對釋詞語的義域、義場、次要屬性意義、內(nèi)部多義結(jié)構(gòu)和詞類做了論述。認(rèn)為用簡單的一對一的對釋來一刀切,沒有完成生詞表的釋義任務(wù),反而人為地加劇了學(xué)習(xí)者的學(xué)習(xí)難度。主張運用詞匯語義學(xué)對英漢對釋詞做深入的描寫和分析,為對外漢語教材的編寫和教學(xué)提供一個視角。 第三章部分從同譯角度,對一對一的對釋詞語做再次分析,指出同譯方式人為地掩蓋了同譯詞語之間在語義、語法和語用上的差別。教材的誤導(dǎo)和母語的負(fù)遷移,使學(xué)習(xí)者無法正確的把握和使用漢語詞語。該章結(jié)合具體的詞語做深入地分析研究,主張在語用層面從搭配和語體風(fēng)格、適用場合來進行對比分析,在語法層面從音節(jié)特征和句法特征入手來做對比分析,以期將研究方法和研究成果應(yīng)用到詞語釋義和教學(xué)過程中。 第四章部分從詞語釋義原則、釋義方式和釋義內(nèi)容三個方面論述對對外漢語教材詞語釋義的建議,認(rèn)為詞語釋義要遵循四個原則,即語境定位原則、準(zhǔn)確簡潔原則、靈活多樣原則和信息全面原則。并在這些原則之下積極地探索新的釋義方式,包括英漢對釋、對釋加簡單注釋、對釋加說明或描述、運用定義方式、詞表外加詞語辨析和列舉典型搭配例句。主張詞語的釋義要說明對釋詞語義域差異、說明對釋詞語的語體差異、歸納區(qū)別語素義、說明文中所使用的義項和歸納說明詞語的句法特征。 最后為結(jié)語,總結(jié)本文,指出研究成果和不足之處。
[Abstract]:At present, most of the new words in Chinese textbooks are interpreted by English words and expressions. In the course of teaching, we often encounter this situation: the learners' sentences released by the English language do not conform to the characteristics of the Chinese usage. The teachers do not understand the differences between English and Chinese words and English words, but they can only make a surface correction, but can not explain why. The study of the word processing of the former Chinese textbooks has realized that the use of the mother tongue is easy to make the learners make a semantic, grammatical and pragmatic error according to their mother tongue knowledge, and advocates the comparative analysis of the Chinese and other languages, emphasizing the application of the contrast between the mother tongue and the target language in the compilation of the textbooks. However, the current research is biased. There are a lot of introductory articles, and there is no comparison between the more specific words and phrases. No matter from the practice of teaching, or from the theoretical research, it is necessary to make a further study on the list of new words in the textbooks of Chinese as a foreign language.
This paper, based on the theoretical framework of contrastive linguistics and lexical semantics, uses quantitative and qualitative analysis methods under the theoretical framework of contrastive linguistics and lexical semantics in the 1-5 volumes of the vocabulary of 1-5 volumes in the 1-5 volumes of "practical instant Chinese" (English. The use of English and Chinese bilingual corpus is used to describe the use of words and expressions in English and Chinese. An exhaustive description, analysis and comparison of a set of paraphrase in a set of textbooks is made to optimize the interpretation of the vocabulary of the teaching materials of Chinese as a foreign language, to finer the comparison between English and Chinese words and to serve the teaching of Chinese as a foreign language.
The chapter is divided into four chapters. The first chapter, "Introduction", reviews the study of the annotation of the new words in Chinese as a foreign language textbook and the contrastive study of English and Chinese words, and points out the shortcomings of the research, and introduces the theoretical framework, the scope and method of the study, the characteristics and the innovation of the research.
In the second chapter, part of the meaning, meaning field, minor attribute meaning, internal polysemous structure and word class are discussed from four aspects of basic meaning, accompanying meaning, word meaning evolution and word class change. The author advocates the use of lexical semantics to make an in-depth description and analysis of English and Chinese words, and to provide a perspective for the compilation and teaching of Chinese teaching materials for foreign languages.
The third chapter, from the perspective of the same translation, analyzes the one to one interpretation of the paraphrase, pointing out that the same translation methods artificially conceal the differences in semantic, grammatical and pragmatic differences between the same words and expressions. The misleading of the textbooks and the negative transfer of the mother tongue make it impossible for the learners to correctly grasp and use the Chinese words. In the pragmatic level, analysis and analysis are carried out on the pragmatic level, and the contrastive analysis is made from the syllabic and syntactic features at the grammatical level, in order to apply the research methods and research results to the process of word interpretation and teaching.
In the fourth chapter, from the three aspects of the paraphrase principle, the way of interpretation and the content of the interpretation, the article discusses the explanation of the meaning of the words and expressions in the teaching materials of Chinese as a foreign language. It is believed that the interpretation of the words should follow four principles, namely, the principle of context orientation, the principle of accurate succinct, the principle of flexible diversity and the comprehensive principle of information, and actively explore new meanings under these principles. The way, including the interpretation of English and Chinese, a simple annotation to the interpretation, the explanation or description of the paraphrase, the use of definition, the expression of words and words, and the enumeration of typical collocation examples. The definition of the words should explain the differences in the semantic domain of the words, explain the differences in the language of the words, the meaning of the morphemes, and the meanings and induction of the words. The syntactic features of the words of the Ming Dynasty.
Finally, for the conclusion, summarize this article, and point out the research results and shortcomings.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：H195

【引證文獻】

相關(guān)碩士學(xué)位論文 前4條

1 謝紀(jì)新;初級漢語教材中副詞的英文注釋問題研究[D];吉林大學(xué);2011年

2 楊春花;初級對外漢語教材中“非共素同譯詞”現(xiàn)象研究[D];南京師范大學(xué);2011年

3 周慧蓮;面向留學(xué)生的“知道”類動詞教學(xué)研究[D];華中師范大學(xué);2012年

4 張曉靜;《漢語教程》生詞釋義研究[D];華中師范大學(xué);2012年

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本文編號：1853833