漢泰常用多義動(dòng)作動(dòng)詞對(duì)比分析
發(fā)布時(shí)間：2018-08-12 08:11
【摘要】：動(dòng)詞是任何語(yǔ)言中使用頻率最高的詞類(lèi)，無(wú)論是漢語(yǔ)還是泰語(yǔ)，動(dòng)詞是句子的核心，是理解句子含義的關(guān)鍵。動(dòng)作動(dòng)詞與我們的生活息息相關(guān)，與人的活動(dòng)聯(lián)系最緊密，因此在對(duì)外漢語(yǔ)教學(xué)中應(yīng)當(dāng)給予重視。漢語(yǔ)和泰語(yǔ)的動(dòng)作動(dòng)詞含義和用法有一定的相似之處，但也存在很大的差異，本文僅從義項(xiàng)的角度，對(duì)漢語(yǔ)和泰語(yǔ)動(dòng)作動(dòng)詞進(jìn)行義項(xiàng)對(duì)比分析，得出兩種語(yǔ)言在義項(xiàng)上的異同之處，其相同點(diǎn)則為泰國(guó)學(xué)生學(xué)習(xí)漢語(yǔ)動(dòng)詞比較容易的地方，，而不同點(diǎn)大多都是學(xué)習(xí)的難點(diǎn)。本文在對(duì)比分析的基礎(chǔ)上，從義項(xiàng)數(shù)多少和語(yǔ)義對(duì)應(yīng)關(guān)系兩個(gè)角度對(duì)50個(gè)常用漢語(yǔ)多義動(dòng)作動(dòng)詞進(jìn)行難度等級(jí)劃分，根據(jù)難度等級(jí)對(duì)多義動(dòng)作動(dòng)詞的教學(xué)順序給出建議，在分析前人的動(dòng)詞教學(xué)策略的基礎(chǔ)上，提出了一些有針對(duì)性的多義動(dòng)作動(dòng)詞的教學(xué)方法。 第一章的主要內(nèi)容是漢泰常用多義動(dòng)作動(dòng)詞的語(yǔ)義對(duì)比分析。按照漢語(yǔ)多義動(dòng)作動(dòng)詞義項(xiàng)數(shù)的多少，將50個(gè)漢語(yǔ)動(dòng)詞分為五類(lèi)與相關(guān)泰語(yǔ)動(dòng)詞進(jìn)行對(duì)比分析。比較結(jié)果為：漢泰語(yǔ)義項(xiàng)數(shù)相等的動(dòng)詞有4個(gè)，漢語(yǔ)義項(xiàng)數(shù)大于泰語(yǔ)義項(xiàng)數(shù)的動(dòng)詞有28個(gè)，漢語(yǔ)義項(xiàng)數(shù)小于泰語(yǔ)義項(xiàng)數(shù)的動(dòng)詞有18個(gè)�？傮w看來(lái)漢語(yǔ)動(dòng)詞的含義更豐富，所比較的漢泰語(yǔ)動(dòng)詞的基本義大致相同，引申義和擴(kuò)展義差別較大。漢泰語(yǔ)義項(xiàng)數(shù)相同的動(dòng)詞有4個(gè)，義項(xiàng)能夠完全對(duì)應(yīng)的只有2個(gè)。有一些漢語(yǔ)動(dòng)詞對(duì)應(yīng)的泰語(yǔ)動(dòng)詞為同一個(gè)動(dòng)詞，學(xué)習(xí)者在使用中要加以區(qū)分。 第二章則是劃分漢語(yǔ)動(dòng)詞的難度等級(jí)，制定教學(xué)順序和提出教學(xué)策略。本文按照漢語(yǔ)語(yǔ)義對(duì)比劃分的三個(gè)類(lèi)型，從漢語(yǔ)義項(xiàng)數(shù)多少和漢泰語(yǔ)動(dòng)詞的對(duì)應(yīng)關(guān)系兩方面來(lái)考察漢語(yǔ)動(dòng)詞的難度等級(jí)順序�？傮w來(lái)看，教學(xué)順序應(yīng)按照漢語(yǔ)動(dòng)詞義項(xiàng)數(shù)從少到多、難度由低到高的順序，堅(jiān)持高頻義項(xiàng)先講，低頻義項(xiàng)后講的原則。教學(xué)方法主要有直接法、翻譯法、動(dòng)詞對(duì)比教學(xué)、義項(xiàng)拓展法，動(dòng)詞的搭配訓(xùn)練、近義動(dòng)詞對(duì)比和反義動(dòng)詞對(duì)比教學(xué)等方法。動(dòng)詞教學(xué)應(yīng)該用豐富有趣的教學(xué)方法激發(fā)學(xué)生的學(xué)習(xí)興趣。 結(jié)語(yǔ)部分對(duì)本文的所有研究?jī)?nèi)容和結(jié)果進(jìn)行歸納總結(jié)。本文的研究結(jié)果是漢泰語(yǔ)常用多義動(dòng)作動(dòng)詞基本義相同，引申義和擴(kuò)展義差別較大，漢泰語(yǔ)義項(xiàng)的多少也存在很大差別。根據(jù)研究結(jié)果，我們制定了漢語(yǔ)常用多義動(dòng)作動(dòng)詞在習(xí)得中的難度等級(jí)順序，這有利于學(xué)習(xí)者和教師預(yù)測(cè)學(xué)習(xí)重難點(diǎn)。根據(jù)漢語(yǔ)動(dòng)詞義項(xiàng)數(shù)的多少和動(dòng)詞的難度等級(jí)制定了合理的教學(xué)順序，提出了相關(guān)的教學(xué)策略。
[Abstract]:Verbs are the most frequently used parts of speech in any language. Whether in Chinese or Thai, verbs are the core of the sentence and the key to understanding the meaning of the sentence. Action verbs are closely related to our life and most closely related to people's activities, so we should pay attention to them in teaching Chinese as a foreign language. The meaning and usage of action verbs in Chinese and Thai are similar to each other, but there are also great differences. This paper makes a contrastive analysis of the meanings of action verbs in Chinese and Thai from the point of view of meaning. The similarities and differences between the two languages in terms of meanings are found to be easier for Thai students to learn Chinese verbs, and most of the differences are difficulties in learning Chinese verbs. On the basis of comparative analysis, this paper classifies 50 commonly used Chinese polysemous action verbs in terms of the number of meanings and semantic correspondence, and gives some suggestions on the teaching order of polysemous action verbs according to the degree of difficulty. On the basis of analyzing the previous teaching strategies of verbs, this paper puts forward some teaching methods of polysemous action verbs. The main content of the first chapter is the semantic contrastive analysis of Chinese and Thai polysemous action verbs. According to the number of meanings of Chinese polysemous action verbs, 50 Chinese verbs are divided into five categories and compared with relevant Thai verbs. The results are as follows: there are 4 verbs with the same number of semantic items in Chinese, 28 verbs with more meanings in Chinese than those in Thai, and 18 verbs with fewer meanings in Chinese than in Thai. In general, the meaning of Chinese verbs is more abundant, and the basic meanings of Chinese and Thai verbs are roughly the same. There are 4 verbs with the same number of semantic items in Chinese and Thailand, and only 2 verbs with complete corresponding meanings. There are some Chinese verbs corresponding to Thai verbs are the same verbs, learners should distinguish between them. The second chapter classifies the difficulty of Chinese verbs, formulates teaching order and puts forward teaching strategies. According to the three types of Chinese semantic contrastive division, this paper investigates the difficulty rank order of Chinese verbs from two aspects: the number of meanings in Chinese and the corresponding relationship between Chinese and Thai verbs. In general, the teaching order should be according to the order of Chinese verb meaning number from less to more, difficulty from low to high, adhere to the principle of high frequency meaning first, low frequency meaning before speaking. Teaching methods include direct method, translation method, contrastive teaching of verbs, extension of meaning, collocation training of verbs, contrastive teaching of synonymous verbs and contrastive teaching of antisense verbs. Verb teaching should stimulate students' interest in learning with rich and interesting teaching methods. The conclusion part summarizes all the research contents and results of this paper. The result of this study is that the basic meanings of polysemous action verbs in Chinese and Thai are the same, and the differences between the extended meanings and the expressions of polysemous action verbs in Chinese and Thai are quite different, and there are also great differences in the number of meanings in the Chinese and Thai languages. Based on the results of the study, we have established the order of difficulty levels in the acquisition of common polysemous action verbs in Chinese, which is helpful for learners and teachers to predict the important difficulties in learning. According to the number of meanings of Chinese verbs and the degree of difficulty of verbs, a reasonable teaching order is made, and relevant teaching strategies are put forward.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：H195
本文編號(hào)：2178460
[Abstract]:Verbs are the most frequently used parts of speech in any language. Whether in Chinese or Thai, verbs are the core of the sentence and the key to understanding the meaning of the sentence. Action verbs are closely related to our life and most closely related to people's activities, so we should pay attention to them in teaching Chinese as a foreign language. The meaning and usage of action verbs in Chinese and Thai are similar to each other, but there are also great differences. This paper makes a contrastive analysis of the meanings of action verbs in Chinese and Thai from the point of view of meaning. The similarities and differences between the two languages in terms of meanings are found to be easier for Thai students to learn Chinese verbs, and most of the differences are difficulties in learning Chinese verbs. On the basis of comparative analysis, this paper classifies 50 commonly used Chinese polysemous action verbs in terms of the number of meanings and semantic correspondence, and gives some suggestions on the teaching order of polysemous action verbs according to the degree of difficulty. On the basis of analyzing the previous teaching strategies of verbs, this paper puts forward some teaching methods of polysemous action verbs. The main content of the first chapter is the semantic contrastive analysis of Chinese and Thai polysemous action verbs. According to the number of meanings of Chinese polysemous action verbs, 50 Chinese verbs are divided into five categories and compared with relevant Thai verbs. The results are as follows: there are 4 verbs with the same number of semantic items in Chinese, 28 verbs with more meanings in Chinese than those in Thai, and 18 verbs with fewer meanings in Chinese than in Thai. In general, the meaning of Chinese verbs is more abundant, and the basic meanings of Chinese and Thai verbs are roughly the same. There are 4 verbs with the same number of semantic items in Chinese and Thailand, and only 2 verbs with complete corresponding meanings. There are some Chinese verbs corresponding to Thai verbs are the same verbs, learners should distinguish between them. The second chapter classifies the difficulty of Chinese verbs, formulates teaching order and puts forward teaching strategies. According to the three types of Chinese semantic contrastive division, this paper investigates the difficulty rank order of Chinese verbs from two aspects: the number of meanings in Chinese and the corresponding relationship between Chinese and Thai verbs. In general, the teaching order should be according to the order of Chinese verb meaning number from less to more, difficulty from low to high, adhere to the principle of high frequency meaning first, low frequency meaning before speaking. Teaching methods include direct method, translation method, contrastive teaching of verbs, extension of meaning, collocation training of verbs, contrastive teaching of synonymous verbs and contrastive teaching of antisense verbs. Verb teaching should stimulate students' interest in learning with rich and interesting teaching methods. The conclusion part summarizes all the research contents and results of this paper. The result of this study is that the basic meanings of polysemous action verbs in Chinese and Thai are the same, and the differences between the extended meanings and the expressions of polysemous action verbs in Chinese and Thai are quite different, and there are also great differences in the number of meanings in the Chinese and Thai languages. Based on the results of the study, we have established the order of difficulty levels in the acquisition of common polysemous action verbs in Chinese, which is helpful for learners and teachers to predict the important difficulties in learning. According to the number of meanings of Chinese verbs and the degree of difficulty of verbs, a reasonable teaching order is made, and relevant teaching strategies are put forward.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：H195
【參考文獻(xiàn)】
相關(guān)期刊論文 前2條
1 卜師霞;《史記》中“看”義類(lèi)單音動(dòng)詞的歷史比較[J];北華大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2004年02期
2 莊美芳;;漢泰語(yǔ)言對(duì)比研究現(xiàn)狀及分析[J];國(guó)際漢語(yǔ)學(xué)報(bào);2011年02期
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