本文選題：對(duì)等理論 + 對(duì)外漢語(yǔ)教材��； 參考：《湖南師范大學(xué)》2014年碩士論文

【摘要】：對(duì)外漢語(yǔ)教學(xué)中,生詞教學(xué)一直是教學(xué)的重點(diǎn)。生詞附加英文注釋能幫助英語(yǔ)背景或以英語(yǔ)為媒介語(yǔ)的漢語(yǔ)學(xué)習(xí)者更好地理解和掌握詞義,對(duì)學(xué)習(xí)者的漢語(yǔ)學(xué)習(xí)有一定幫助。但是由于教材的有些英文注釋內(nèi)容不夠準(zhǔn)確,導(dǎo)致漢語(yǔ)學(xué)習(xí)者在使用漢語(yǔ)進(jìn)行表達(dá)和交際時(shí)出現(xiàn)了偏誤,給漢語(yǔ)學(xué)習(xí)者帶來(lái)了一定程度上的負(fù)面影響。 本文以奈達(dá)關(guān)于翻譯的功能對(duì)等原則為理論依據(jù),對(duì)各種類型的生詞英文注釋進(jìn)行比較、分析和研究,重點(diǎn)研究詞語(yǔ)注釋不夠準(zhǔn)確的地方,并對(duì)其造成的留學(xué)生漢語(yǔ)偏誤進(jìn)行分析,為對(duì)外漢語(yǔ)教材生詞的英文注釋提出一些合理的建議。 本文一共分為四章。第一章介紹選題緣由,提出對(duì)外漢語(yǔ)教材生詞英文注釋部分的編寫既要遵循翻譯的基本原則,又要結(jié)合對(duì)外漢語(yǔ)教學(xué)特點(diǎn)和學(xué)習(xí)者的實(shí)際情況。第二章主要論述了翻譯的對(duì)等原則及其對(duì)詞匯翻譯的啟示。根據(jù)美國(guó)語(yǔ)言學(xué)家尤金·奈達(dá)(Eugene Nida)提出的功能對(duì)等理論,翻譯的轉(zhuǎn)換模式主要分為分析、轉(zhuǎn)換、調(diào)整三個(gè)階段,這三個(gè)階段所主要關(guān)注的就是原文和譯入語(yǔ)在結(jié)構(gòu)、語(yǔ)義及語(yǔ)用三個(gè)方面是否對(duì)等。第三章以《漢語(yǔ)教程》、《新實(shí)用漢語(yǔ)課本》和《新概念漢語(yǔ)》三套教材的初級(jí)本為例,從語(yǔ)法、語(yǔ)義、語(yǔ)用三方面分析其生詞英文注釋中亟待完善的問題,并借助北語(yǔ)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù),分析了其可能導(dǎo)致的學(xué)習(xí)者在使用該詞時(shí)出現(xiàn)的偏誤,提出對(duì)應(yīng)的修改建議。第四章在第三章所指出問題的基礎(chǔ)上,提出了對(duì)外漢語(yǔ)教材生詞英文注釋的策略：一、利用語(yǔ)素釋義；二、利用多個(gè)詞限定語(yǔ)義；三、加注使用說(shuō)明；四、利用多種方式釋義。
[Abstract]:In the teaching of Chinese as a foreign language, the teaching of new words has always been the focus of teaching. The addition of English annotation to new words can help Chinese learners with English background or English as a medium to better understand and master the meaning of words and to some extent help learners to learn Chinese. However, due to the inaccuracy of some English annotations in the textbooks, Chinese learners have some errors in expressing and communicating in Chinese. This paper, based on Nida's principle of functional equivalence in translation, compares, analyzes and studies various types of new words in English. This paper focuses on the inaccuracy of lexical annotation, and analyzes the errors caused by it, and puts forward some reasonable suggestions for the English annotation of new words in TCFL textbooks. This paper is divided into four chapters. The first chapter introduces the reasons for choosing the topic and proposes that the compilation of the English annotation of new words in TCFL textbooks should not only follow the basic principles of translation but also combine with the characteristics of teaching Chinese as a foreign language and the actual situation of learners. Chapter two mainly discusses the equivalence principle of translation and its implications for lexical translation. According to the functional equivalence theory put forward by Eugene Nida, an American linguist, the translation mode of translation is divided into three stages: analysis, transformation and adjustment. The main focus of these three stages is the structure of the original text and the target language. Whether the semantic and pragmatic aspects are equivalent. The third chapter takes the Chinese course, the New practical Chinese textbook and the New Conceptual Chinese as an example to analyze the problems that need to be improved in the English annotation of the new words from the aspects of grammar, semantics and pragmatics. With the help of HSK dynamic composition corpus, this paper analyzes the errors that may occur in the use of the word by learners, and puts forward corresponding suggestions for modification. On the basis of the problems pointed out in the third chapter, the fourth chapter puts forward the strategies of the English annotation of the new words in the teaching materials as a foreign language: first, the use of morpheme interpretation; secondly, the use of multiple words to define the semantics; third, the introduction of the usage explanation; and fourth, the use of various ways to interpret the new words.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195.4

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本文編號(hào)：1995620