本文關(guān)鍵詞： 初級(jí)對(duì)外漢語(yǔ)教材 生詞 英文注釋　出處：《重慶師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：在漢語(yǔ)作為第二語(yǔ)言的教學(xué)中,特別是在初級(jí)階段,英語(yǔ)充當(dāng)著媒介語(yǔ)的角色,現(xiàn)行的對(duì)外漢語(yǔ)教材都會(huì)對(duì)生詞進(jìn)行英文注釋。初級(jí)階段學(xué)習(xí)者漢語(yǔ)基礎(chǔ)薄弱,在學(xué)習(xí)生詞時(shí)會(huì)借助生詞的英文注釋來(lái)理解和掌握詞義,因而生詞注釋的好壞會(huì)影響學(xué)習(xí)者的詞匯學(xué)習(xí)效果。鑒于此,本文以《體驗(yàn)漢語(yǔ)基礎(chǔ)教程》、《成功之路·起步篇》和《新標(biāo)準(zhǔn)漢語(yǔ)》三套教材中生詞的英文注釋為研究對(duì)象,并結(jié)合從HSK動(dòng)態(tài)語(yǔ)料庫(kù)中搜集的留學(xué)生詞匯習(xí)得的偏誤實(shí)例,來(lái)探究初級(jí)對(duì)外漢語(yǔ)教材生詞英文注釋存在的問(wèn)題�？疾彀l(fā)現(xiàn)選定的三套教材存在英文注釋詞與漢語(yǔ)詞語(yǔ)的意義不對(duì)等、注釋中羅列的義項(xiàng)不符合課文語(yǔ)境、用同一個(gè)英語(yǔ)詞注釋意義有差別的漢語(yǔ)詞語(yǔ)、忽略詞的文化色彩、量詞、虛詞的注釋過(guò)于簡(jiǎn)略以及譯詞忽略詞的語(yǔ)法特征等問(wèn)題,這些問(wèn)題會(huì)導(dǎo)致學(xué)習(xí)者運(yùn)用新詞匯時(shí)產(chǎn)生語(yǔ)義和語(yǔ)法層面的偏誤。因此,為提高學(xué)習(xí)者的學(xué)習(xí)效率,本文運(yùn)用文獻(xiàn)資料法、偏誤分析法和歸納法等分析方法闡釋對(duì)外漢語(yǔ)教材英文注釋問(wèn)題與學(xué)習(xí)者詞匯學(xué)習(xí)偏誤的關(guān)系,結(jié)合問(wèn)題的致因從生詞有無(wú)語(yǔ)義對(duì)應(yīng)關(guān)系兩個(gè)方面分別提出了一些改進(jìn)的建議,以期對(duì)對(duì)外漢語(yǔ)教材的編寫者提供一些參考。
[Abstract]:In the teaching of Chinese as a second language, especially in the primary stage, English plays the role of a medium, the current textbooks of Chinese as a foreign language will annotate new words in English. In learning new words, we can understand and master the meaning of words with the help of the English annotation of new words, so the quality of new words annotation will affect the vocabulary learning effect of learners. In view of this, this paper uses "experience Chinese basic course". The English annotation of the new words in "the way to success" and "the New Standard Chinese" is taken as the research object, and combined with the examples of errors in vocabulary acquisition of foreign students collected from the HSK dynamic corpus. To explore the problems of the English annotation of the new words in the primary teaching materials of foreign languages. It is found that the selected three sets of textbooks have different meanings between the English annotation words and the Chinese words, and the meanings listed in the notes do not conform to the text context. Using the same English word to annotate Chinese words with different meanings, ignoring the cultural color of words, classifiers, the annotation of function words is too simple, and the translation words ignore the grammatical characteristics of words, and so on. These problems will lead to semantic and grammatical errors in the use of new vocabulary. Therefore, in order to improve the learners' learning efficiency, this paper uses the literature method. The methods of error analysis and induction are used to explain the relationship between the problem of English annotation and learners' errors in vocabulary learning. Combined with the cause of the problem, this paper puts forward some suggestions for improvement from the two aspects of semantic correspondence of new words, in order to provide some references for the compilers of textbooks for Chinese as a foreign language.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.4

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