【摘要】：本文選取四部初級(jí)漢語教材為研究對(duì)象，其中兩部為韓國(guó)編者編寫的教材，兩部為中國(guó)編者編寫的教材，從教材詞語難度等級(jí)、詞性分布、詞義類分布以及詞語重現(xiàn)情況四個(gè)角度考察四部教材詞語異同。我們以《現(xiàn)代漢語詞典》、《現(xiàn)代漢語分類詞典》和《漢語水平詞匯與漢字等級(jí)大綱》為標(biāo)準(zhǔn)，并結(jié)合和現(xiàn)有的研究成果，考察四部教材的詞語情況，分析反映在教材詞語上的國(guó)別特征。 通過對(duì)教材詞語的統(tǒng)計(jì)分析，我們發(fā)現(xiàn)這四部教材有以下一些特點(diǎn)： 詞語難度分布上，四部教材詞語與《大綱》進(jìn)行對(duì)比之后，，都是初級(jí)詞占絕大多數(shù)，但同時(shí)四部教材都存在一定比例的超綱詞，在一定程度上反映教材的側(cè)重點(diǎn)以及教材編寫者的教材編寫理念。 詞性分布上，四部教材各有特點(diǎn)，但都是以實(shí)詞為主，實(shí)詞中名詞的比例最高，此外都注重了量詞的學(xué)習(xí)，四部教材差異不大。 語義類分布上，四部教材都出現(xiàn)了隨著社會(huì)的發(fā)展興起的新詞，可以說四部教材都注意了跟上時(shí)代的步伐，但是中韓教材中的詞語在語義類上存在明顯的差異，主要體現(xiàn)在1.韓國(guó)教材更注重中國(guó)文化和中國(guó)國(guó)情相關(guān)的內(nèi)容；2.中國(guó)教材的詞語多為留學(xué)生在中國(guó)學(xué)習(xí)和生活常用的詞語；3.韓國(guó)教材詞語中沒有明顯的和留學(xué)生活有關(guān)的詞匯；4.韓國(guó)教材中的詞語包含更多韓國(guó)文化特有的詞語。 重復(fù)率方面，我們按照高、中、低的標(biāo)準(zhǔn)劃分每部教材中出現(xiàn)的詞語的出現(xiàn)頻率，著重分析中頻率詞。 總之，通過對(duì)這四部教材詞語的統(tǒng)計(jì)分析我們發(fā)現(xiàn)，韓、中教材詞語上的差異主要體現(xiàn)在詞語的語義上；同時(shí)我們也發(fā)現(xiàn)四部教材之間在詞語上也存在差異，即教材詞語上的差異不僅體現(xiàn)在不同國(guó)別的教材上，兩部中國(guó)教材和兩部韓國(guó)教材在詞語的數(shù)量、語義內(nèi)容以及重現(xiàn)狀況上都存在一定程度的不同。
[Abstract]:In this paper, four primary Chinese textbooks are selected as the research object, two of which are compiled by Korean editors and two by Chinese editors. This paper investigates the similarities and differences of words in four textbooks from four angles: the distribution of word meaning and the reappearance of words. Taking the Modern Chinese Dictionary, the Modern Chinese Classification Dictionary and the outline of Chinese level Vocabulary and Chinese characters as the criteria, and combining with the existing research results, we investigate the vocabulary situation of the four textbooks. This paper analyzes the country characteristics reflected in the teaching materials. Through the statistical analysis of the words in the teaching materials, we find that the four textbooks have the following characteristics: the distribution of the difficulty of the words, after the comparison between the words in the four textbooks and the outline, it is the primary words that account for the vast majority. But at the same time, there is a certain proportion of supersyllabus words in the four textbooks, which to a certain extent reflects the emphasis of the textbook and the textbook compilers' idea of compiling the textbook. In terms of the distribution of parts of speech, each of the four textbooks has its own characteristics, but all of them are based on notional words, and the proportion of nouns in notional words is the highest. In addition, they all pay attention to the study of classifiers, and there is little difference among the four textbooks. In the distribution of semantic categories, the four textbooks have appeared new words with the development of society. It can be said that the four textbooks have paid attention to keeping up with the pace of the times, but there are obvious differences in semantic categories between Chinese and Korean textbooks, mainly reflected in 1. South Korean textbooks pay more attention to Chinese culture and China's national conditions related to the content; 2. Most of the words in Chinese textbooks are used by foreign students to study and live in China. There are no obvious words related to the life of studying abroad in Korean textbooks. 4. Korean textbooks contain more words specific to Korean culture. In terms of repetition rate, we divide the frequency of words appearing in each textbook according to the standards of high, middle and low, with emphasis on the analysis of middle frequency words. In a word, through the statistical analysis of the words in the four textbooks, we find that the differences between Korean and Chinese teaching materials are mainly reflected in the semantics of the words; At the same time, we also find that there are differences between the four textbooks in terms of words, that is, the differences in teaching materials are not only reflected in the teaching materials of different countries, but also in the number of words in two Chinese textbooks and two Korean textbooks. There are some differences in semantic content and reproduction.
【學(xué)位授予單位】：北京大學(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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