【摘要】：隨著全世界進(jìn)入信息時(shí)代,互聯(lián)網(wǎng)在世界范圍內(nèi)的運(yùn)用得到進(jìn)一步普及和發(fā)展,網(wǎng)絡(luò)開(kāi)始滲入到人們工作生活的方方面面,人們也逐漸習(xí)慣利用網(wǎng)絡(luò)進(jìn)行各種交流,網(wǎng)絡(luò)語(yǔ)言由此產(chǎn)生。作為語(yǔ)言學(xué)研究的新領(lǐng)域,網(wǎng)絡(luò)語(yǔ)言的研究開(kāi)始受到語(yǔ)言學(xué)術(shù)界的廣泛關(guān)注,而網(wǎng)絡(luò)新詞語(yǔ)的研究更是其中至關(guān)重要的組成部分。由于漢英兩種語(yǔ)言都出現(xiàn)了大量的網(wǎng)絡(luò)新詞語(yǔ),對(duì)其構(gòu)詞法進(jìn)行對(duì)比分析有利于我們更加深入了解網(wǎng)絡(luò)新詞語(yǔ)的結(jié)構(gòu)特點(diǎn)和構(gòu)詞方式,從而進(jìn)一步推動(dòng)和豐富對(duì)外漢語(yǔ)詞匯教學(xué)。 本文以漢英網(wǎng)絡(luò)語(yǔ)言為語(yǔ)料,從構(gòu)詞法角度對(duì)兩種語(yǔ)言里的網(wǎng)絡(luò)新詞語(yǔ)進(jìn)行了詳細(xì)對(duì)比。第一章主要確定了漢英網(wǎng)絡(luò)新詞語(yǔ)的定義,并根據(jù)漢英網(wǎng)絡(luò)新詞語(yǔ)的不同來(lái)源和特點(diǎn)對(duì)其進(jìn)行了分類。第二章對(duì)漢英網(wǎng)絡(luò)新詞語(yǔ)構(gòu)詞法中詞綴法、復(fù)合法、縮略法、諧音、舊詞新義、符號(hào)、外來(lái)詞等幾種主要構(gòu)詞法進(jìn)行了對(duì)比分析。第三章主要分析了漢英特殊的網(wǎng)絡(luò)新詞語(yǔ)構(gòu)詞法,總結(jié)了漢英網(wǎng)絡(luò)新詞語(yǔ)在構(gòu)詞法上的異同。此外,本章對(duì)網(wǎng)絡(luò)中式英語(yǔ)和中國(guó)英語(yǔ)進(jìn)行了詳細(xì)探討,尤其是對(duì)運(yùn)用英語(yǔ)構(gòu)詞法構(gòu)成的極具中國(guó)特色內(nèi)涵的網(wǎng)絡(luò)英語(yǔ)流行詞語(yǔ)進(jìn)行了分類分析,這些通過(guò)詞綴、拼音、拼合、復(fù)合、諧音而形成的英語(yǔ)網(wǎng)絡(luò)新詞語(yǔ)不僅基本上符合英語(yǔ)構(gòu)詞規(guī)則,而且大多尖銳地折射了中國(guó)的社會(huì)現(xiàn)實(shí),已經(jīng)引起了很多學(xué)者的廣泛關(guān)注,值得進(jìn)一步深入研究。本章的最后部分還針對(duì)不同學(xué)者對(duì)漢英網(wǎng)絡(luò)新詞語(yǔ)的不同對(duì)比結(jié)果提出了自己的看法和意見(jiàn)。論文的最后一章結(jié)合漢英網(wǎng)絡(luò)新詞語(yǔ)的構(gòu)詞特點(diǎn),討論了漢英網(wǎng)絡(luò)新詞語(yǔ)對(duì)對(duì)外漢語(yǔ)教學(xué)的影響以及應(yīng)對(duì)策略,提出在將網(wǎng)絡(luò)新詞語(yǔ)補(bǔ)充到漢語(yǔ)實(shí)踐教學(xué)的過(guò)程中,對(duì)外漢語(yǔ)教師應(yīng)針對(duì)不同學(xué)生的不同情況展開(kāi)側(cè)重點(diǎn)不同的漢語(yǔ)詞匯教學(xué)。
[Abstract]:As the world enters the information age, the use of the Internet in the world has been further popularized and developed. The network has begun to infiltrate into all aspects of people's work and life, and people are gradually used to use the network for various exchanges. Network language comes into being. As a new field of linguistic research, the research of network language has been paid more and more attention by the linguistic academic circles, and the study of network neologisms is an important part of it. Since there are a lot of network neologisms in both Chinese and English, a comparative analysis of their word-formation is helpful for us to understand more deeply the structural characteristics and word-formation patterns of network neologisms. In order to further promote and enrich the vocabulary teaching of Chinese as a foreign language. This paper makes a detailed comparison of the network neologisms in Chinese and English from the perspective of word-formation. In the first chapter, the definition of Chinese and English network neologisms is defined and classified according to the different sources and characteristics of Chinese and English network neologisms. The second chapter makes a comparative analysis of some major word-formation methods, such as affix method, compound method, acronym, homonym, new meaning of old word, symbol, loanword and so on. The third chapter mainly analyzes the Chinese and English special network neologism, summarizes the similarities and differences of Chinese and English network neologisms in word formation. In addition, this chapter makes a detailed study of Cyber Chinglish and Chinese English, especially the classification and analysis of popular online English words with Chinese characteristics, which are made up of English word-formation, which are combined by affixes, pinyin and spelling. English network neologisms formed by compound homophony not only accord with the rules of English word-formation but also reflect the social reality of China acutely. It has aroused the widespread concern of many scholars and deserves further study. In the last part of this chapter, the author puts forward his own views and opinions on the contrasting results of Chinese and English network neologisms. In the last chapter of the paper, the author discusses the influence of Chinese and English new words on teaching Chinese as a foreign language and puts forward some suggestions on how to add the new words to the practical teaching of Chinese by combining the word-formation characteristics of Chinese and English network neologisms. Teachers of Chinese as a foreign language (TCFL) should focus on Chinese vocabulary teaching according to different students' conditions.
【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】：2012
【分類號(hào)】：H195

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