本文關(guān)鍵詞：與方位相關(guān)的傳承語(yǔ)素構(gòu)詞及其在對(duì)外漢語(yǔ)詞匯教學(xué)中的應(yīng)用　出處：《安徽大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 傳承語(yǔ)素 方位 構(gòu)詞 對(duì)外漢語(yǔ)詞匯教學(xué) 教學(xué)方法

【摘要】：關(guān)于語(yǔ)素以及語(yǔ)素教學(xué)法對(duì)外漢語(yǔ)教學(xué)界的研究基本集中在共時(shí)層面。楊曉黎(2006)從歷時(shí)角度提出了傳承語(yǔ)素的概念,為對(duì)外漢語(yǔ)語(yǔ)素教學(xué)開辟了新的思路。本文基于傳承語(yǔ)素的理論指導(dǎo),以《現(xiàn)代漢語(yǔ)詞典》和《王力古漢語(yǔ)字典》為語(yǔ)素義來(lái)源,從構(gòu)詞能力、語(yǔ)義特征、文化色彩三個(gè)方面對(duì)與方位相關(guān)的傳承語(yǔ)素進(jìn)行集中分析研究。最后,在對(duì)與方位相關(guān)的傳承語(yǔ)素進(jìn)行考察的基礎(chǔ)上,挑選有代表性的語(yǔ)素進(jìn)行專題教學(xué),并以此為依據(jù)在方位類語(yǔ)素教學(xué)方面提出幾點(diǎn)建議。 文章共分為五個(gè)部分。第一部分是緒論部分,主要介紹語(yǔ)素及語(yǔ)素分類研究現(xiàn)狀、國(guó)內(nèi)外方位詞研究現(xiàn)狀、對(duì)外漢語(yǔ)教學(xué)界語(yǔ)素教學(xué)現(xiàn)狀,本論文的研究方法和研究思路。 第二部分是對(duì)與方位相關(guān)的傳承語(yǔ)素在現(xiàn)代漢語(yǔ)中構(gòu)詞方式與語(yǔ)義特征的分析。首先確定與方位相關(guān)的傳承語(yǔ)素的范圍,劃分與方位相關(guān)的傳承語(yǔ)素的構(gòu)詞類型,從構(gòu)詞方式、語(yǔ)義特征、文化色彩三個(gè)方面對(duì)構(gòu)詞特點(diǎn)進(jìn)行考察,分析了漢語(yǔ)中與方位相關(guān)的詞義系統(tǒng)的復(fù)雜性和豐富性。 第三部分,與《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》、《新漢語(yǔ)水平考試大綱》進(jìn)行對(duì)比,首先考察《漢語(yǔ)國(guó)際教育用音節(jié)漢字詞匯等級(jí)劃分》中與方位相關(guān)的傳承語(yǔ)素的構(gòu)詞情況,并從構(gòu)造和語(yǔ)義兩方面對(duì)構(gòu)詞進(jìn)行分析。然后,對(duì)對(duì)外漢語(yǔ)基本方位語(yǔ)素的教學(xué)模式進(jìn)行探析,包括對(duì)表示空間語(yǔ)義的方位類語(yǔ)素教學(xué)和表示參照點(diǎn)區(qū)域的方位類語(yǔ)素教學(xué)提出建議。 第四部分將前文研究成果應(yīng)用到教學(xué)上,挑選有代表性的語(yǔ)素進(jìn)行專題教學(xué)設(shè)計(jì)。分析《看圖說(shuō)話·一年級(jí)》、《漢語(yǔ)閱讀教程修訂本·第一冊(cè)》、《漢語(yǔ)聽力教程修訂本·第一冊(cè)》、《漢語(yǔ)教程·第一冊(cè)》中與方位相關(guān)的語(yǔ)素出現(xiàn)的情況。在分析教材的生詞、課文設(shè)置情況的基礎(chǔ)上,筆者提出了關(guān)于教學(xué)方法的三點(diǎn)建議：第一,語(yǔ)素教學(xué)法,注重方位詞的基本意義教學(xué),適當(dāng)穿插語(yǔ)素構(gòu)詞的訓(xùn)練；第二,語(yǔ)境操練法,重視講解方位語(yǔ)素組成的詞語(yǔ)的隱喻用法；第三,文化教學(xué)法,結(jié)合中國(guó)文化進(jìn)行詞匯教學(xué),加深學(xué)生理解,提高學(xué)生學(xué)習(xí)漢語(yǔ)的興趣。 第五部分為結(jié)語(yǔ)�？偨Y(jié)歸納了本文的主要觀念,并指出本文研究存在的不完善的地方。
[Abstract]:The research on morpheme and morpheme teaching in teaching Chinese as a foreign language is concentrated on the synchronic level. Yang Xiaoli 2006) put forward the concept of passing on morpheme from the diachronic point of view. Based on the theory of inheriting morpheme, this paper takes Modern Chinese Dictionary and Wang Li Ancient Chinese Dictionary as the source of morpheme meaning, from the word formation ability, semantic characteristics. Three aspects of cultural color related to the location of inheritance morpheme analysis and research. Finally, on the basis of the study of the inherited morpheme related to location, selected representative morphemes for thematic teaching. On the basis of this, some suggestions are put forward in the teaching of locational morpheme. This paper is divided into five parts. The first part is the introduction part, mainly introduces the research status of morpheme and morpheme classification, the research status of locative words at home and abroad, and the current situation of morpheme teaching in the field of teaching Chinese as a foreign language. The research method and thought of this thesis. The second part is the analysis of the morphemes related to location in modern Chinese word formation and semantic characteristics. Firstly, the scope of the inherited morpheme related to location is determined. Division and location related to the inheritance of morpheme word formation type, from the word formation mode, semantic characteristics, cultural color to investigate the characteristics of word formation. This paper analyzes the complexity and richness of location-related semantic systems in Chinese. The third part compares with the outline of Chinese level Vocabulary and Chinese characters and the outline of New Chinese proficiency Test. First of all, the lexical classification of syllabic Chinese characters used in Chinese International Education is studied, and the formation of inherited morpheme is analyzed from the aspects of construction and semantics. This paper probes into the teaching mode of the basic locative morpheme of TCFL, including the teaching of the location-like morpheme which represents the spatial semantics and the teaching of the location-like morpheme of the reference point area. The 4th part applies the previous research results to the teaching, selects the representative morpheme to carry on the special topic teaching design. Analyzes "look at the picture to speak 路the first grade", "Chinese reading course revised edition first volume". "Chinese listening course revision 路first volume", "Chinese tutorials 路first volume", "Chinese tutorials 路volume one", the situation of morphemes related to orientation. Based on the analysis of the new words and text settings of the textbooks. The author puts forward three suggestions on teaching methods: first, the teaching method of morpheme, pay attention to the teaching of the basic meaning of locative words, and appropriately insert the training of morpheme formation; Second, context practice, pay attention to explaining the metaphorical usage of words composed of locative morphemes; Third, cultural teaching method, combined with Chinese culture, vocabulary teaching, deepen students' understanding, enhance students' interest in learning Chinese. Part 5th is the conclusion. It summarizes the main ideas of this paper and points out the imperfections in this study.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195.3

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