本文選題：反義詞 + 對(duì)稱�。� 參考：《內(nèi)蒙古師范大學(xué)》2011年碩士論文

【摘要】：現(xiàn)代漢語反義詞是漢語詞匯系統(tǒng)中較為復(fù)雜的一類,同時(shí),它在對(duì)漢語教學(xué)中也占據(jù)著重要的位置。本文首先對(duì)對(duì)外漢語教學(xué)中的反義詞教學(xué)進(jìn)行調(diào)查,通過調(diào)查《漢語水平詞匯與漢字等級(jí)大綱》的要求與處理、《發(fā)展?jié)h語》教材的內(nèi)容與練習(xí)設(shè)計(jì),發(fā)現(xiàn)反義詞教學(xué)是詞匯教學(xué)的一個(gè)薄弱環(huán)節(jié)。因此,立足于現(xiàn)代漢語詞匯系統(tǒng)中的反義詞,本文全面描述反義詞的對(duì)稱與不對(duì)稱現(xiàn)象,從有／無標(biāo)記理論出發(fā),對(duì)其形成原因進(jìn)行闡釋,深化現(xiàn)代漢語反義詞的不對(duì)稱研究。利用調(diào)查問卷的形式,分析外國(guó)留學(xué)生習(xí)得反義詞偏誤的成因,并提出反義詞詞匯教學(xué)應(yīng)遵循的教學(xué)原則,探討對(duì)外漢語教學(xué)中的反義詞對(duì)稱性類推策略和不對(duì)稱原則下反義詞的教學(xué)方法,提高對(duì)外漢語教學(xué)的教學(xué)效率。 全文主要分為三大部分：引言、正文、結(jié)論。 引言部分主要對(duì)現(xiàn)代漢語反義詞及反義詞不對(duì)稱的相關(guān)研究和偏誤研究作了文獻(xiàn)綜述,并介紹了本文研究范圍、方法及可能存在的問題。 正文部分從以下三個(gè)部分展開： 一、現(xiàn)階段詞匯教學(xué)中反義詞教學(xué)的調(diào)查。首先考察了《漢語水平詞匯與漢字等級(jí)大綱》的要求與處理；其次分析了《發(fā)展?jié)h語》的內(nèi)容與練習(xí)設(shè)計(jì)；最后指明反義詞教學(xué)是詞匯教學(xué)的一個(gè)薄弱環(huán)節(jié)。 二、現(xiàn)代漢語的反義詞本體研究。立足于傳統(tǒng)詞匯學(xué),從標(biāo)記理論出發(fā),對(duì)反義詞的對(duì)稱和不對(duì)稱現(xiàn)象進(jìn)行全面的描述,并探究了反義詞對(duì)稱和不對(duì)稱現(xiàn)象出現(xiàn)的原因。 三、留學(xué)生習(xí)得反義詞情況的調(diào)查和研究。對(duì)外國(guó)留學(xué)生習(xí)得反義詞進(jìn)行問卷調(diào)查,通過問卷了解并掌握了習(xí)得反義詞過程中出現(xiàn)的主要問題。根據(jù)問卷出現(xiàn)的偏誤現(xiàn)象分析總結(jié)出偏誤產(chǎn)生的原因,并探討了對(duì)外漢語反義詞教學(xué)中應(yīng)該遵循的教學(xué)原則,提出了關(guān)于大綱和教材的一些建議。最后結(jié)合本文內(nèi)容和研究成果,依據(jù)課堂教學(xué)的需要,設(shè)計(jì)了一節(jié)反義詞的教學(xué)案例。希望通過我們的分析可以提高對(duì)留學(xué)生的漢語教學(xué)效果,提高學(xué)生的學(xué)習(xí)效率,也希望這些分析能有助于對(duì)外漢語教學(xué)的發(fā)展。 結(jié)論部分對(duì)本文整體內(nèi)容和研究結(jié)果進(jìn)行綜合概括,并指出本文的不足之處,以期對(duì)今后進(jìn)一步深入地研究對(duì)外漢語教學(xué)中反義詞不對(duì)稱原則能夠提供一定的借鑒和幫助。
[Abstract]:Modern Chinese antonyms are a more complicated category in Chinese lexical system, and they also occupy an important position in Chinese teaching. This paper first investigates the teaching of antonyms in teaching Chinese as a foreign language. By investigating the requirements and processing of the outline of Chinese level Vocabulary and Chinese characters, the content and practice design of the textbook are discussed. It is found that the teaching of antonyms is a weak link in vocabulary teaching. Therefore, based on the antonyms in the modern Chinese lexical system, this paper comprehensively describes the symmetry and asymmetry of antonyms, explains the reasons for the formation of antonyms from the theory of having / no markers, and deepens the study of asymmetry of antonyms in modern Chinese. By using the form of questionnaire, this paper analyzes the causes of the acquisition of antonym bias by foreign students, and puts forward the teaching principles to be followed in the teaching of antonym vocabulary. In order to improve the teaching efficiency of Chinese as a foreign language, this paper discusses the analogy strategy of antonym symmetry in teaching Chinese as a foreign language and the teaching method of antonym under the principle of asymmetry. The thesis is divided into three parts: introduction, text and conclusion. In the foreword part, the related researches and errors of antonyms and antonyms in modern Chinese are reviewed, and the scope, methods and possible problems of this paper are introduced. The body part begins with the following three parts: First, the investigation of antonym teaching in vocabulary teaching at present. At first, it examines the requirements and processing of the outline of Chinese level Vocabulary and Chinese characters, then analyzes the content and practice design of developing Chinese, and finally points out that the teaching of antonyms is a weak link in vocabulary teaching. Second, the study of antonym ontology in modern Chinese. Based on the traditional lexicology, this paper gives a comprehensive description of the symmetry and asymmetry of antonyms, and probes into the reasons for the appearance of symmetry and asymmetry of antonyms. Third, the investigation and research on the acquisition of antonyms by foreign students. A questionnaire survey was conducted on the acquisition of antonyms by foreign students, through which the main problems in the process of acquiring antonyms were understood and grasped. Based on the analysis of the errors in the questionnaire, this paper summarizes the causes of the errors, probes into the teaching principles which should be followed in the teaching of antonyms for Chinese as a foreign language, and puts forward some suggestions on the outline and teaching materials. Finally, according to the need of classroom teaching, a teaching case of antonyms is designed. It is hoped that through our analysis we can improve the teaching effect of Chinese to foreign students and improve the learning efficiency of students. We also hope that these analyses can contribute to the development of teaching Chinese as a foreign language. The conclusion part summarizes the whole content and the research results, and points out the shortcomings of this paper, in order to provide some reference and help for the further research on the principle of antonym asymmetry in the teaching of Chinese as a foreign language (TCFL).
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：H195

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