本文選題：“災(zāi)難”　切入點(diǎn)：“災(zāi)害”　出處：《華中師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：“災(zāi)難”和“災(zāi)害”是一對(duì)具有相同語(yǔ)素的近義名詞,用法、意義非常相近,漢語(yǔ)母語(yǔ)者在使用過(guò)程中經(jīng)常有混用的情況,而留學(xué)生更是難以區(qū)分清楚它們之間的差異,因此有必要對(duì)這組詞進(jìn)行對(duì)比辨析。前人關(guān)于“災(zāi)難”和“災(zāi)害”的探究多止于字、詞典討論,至今沒(méi)有進(jìn)行語(yǔ)義偏重、詞語(yǔ)搭配、語(yǔ)料庫(kù)語(yǔ)料的深入分析研究。因此,本文在利用語(yǔ)料庫(kù)語(yǔ)料的基礎(chǔ)上,分析“災(zāi)難”和“災(zāi)害”的語(yǔ)義偏重和詞語(yǔ)前后搭配情況。本文的研究試圖實(shí)現(xiàn)以下目標(biāo):a.可以幫助漢語(yǔ)母語(yǔ)者更清晰地了解“災(zāi)難”和“災(zāi)害”這兩個(gè)詞的具體差異,提高這兩個(gè)詞使用的準(zhǔn)確度。b.更重要的是,我們可以把對(duì)“災(zāi)難”和“災(zāi)害”的本體研究的成果應(yīng)用到對(duì)外漢語(yǔ)教學(xué)中,幫助留學(xué)生準(zhǔn)確掌握這兩個(gè)詞的用法,減少他們出現(xiàn)的偏誤。c.本文也對(duì)其他學(xué)科如人類(lèi)學(xué)的相關(guān)概念的明晰也有一定的幫助。人類(lèi)學(xué)在“災(zāi)難”和“災(zāi)害”這兩個(gè)詞的使用上也存在混用的情形。本文的研究步驟如下:本文首先整理出“災(zāi)難”和“災(zāi)害”在大陸和臺(tái)灣的幾本權(quán)威詞典中的詞義,探究詞義之異同,總結(jié)出它們最準(zhǔn)確的含義,然后再根據(jù)語(yǔ)料庫(kù)(北京大學(xué)網(wǎng)絡(luò)語(yǔ)料庫(kù)及sketch engine中文語(yǔ)料庫(kù))中“災(zāi)難”和“災(zāi)害”的語(yǔ)料分析它們各自的語(yǔ)義偏重。接著進(jìn)一步描述及分析“災(zāi)難”與“災(zāi)害”前后搭配詞在語(yǔ)料庫(kù)中的分布情形,包括高頻搭配、詞類(lèi)性質(zhì)及具體語(yǔ)義分類(lèi)等。具體來(lái)說(shuō),在搭配詞考察部分,首先對(duì)“災(zāi)難”和“災(zāi)害”的前后搭配詞頻率進(jìn)行統(tǒng)計(jì)及分析,然后進(jìn)一步對(duì)它們前后搭配詞的詞性進(jìn)行歸類(lèi),在最后集中對(duì)“災(zāi)難”和“災(zāi)害”的前后搭配詞中的名詞、動(dòng)詞、形容詞進(jìn)行詳細(xì)的語(yǔ)義分類(lèi)考察,以更有助于理清這兩個(gè)詞的語(yǔ)義角色,,詳細(xì)展示它們前后搭配詞異同。另外本文還以問(wèn)卷的形式探討外國(guó)留學(xué)生對(duì)“災(zāi)難”和“災(zāi)害”的習(xí)得及偏誤狀況,并與漢語(yǔ)母語(yǔ)者的調(diào)查結(jié)果進(jìn)行對(duì)比。在最后部分本文基于前文的分析及所得出的結(jié)論對(duì)留學(xué)生學(xué)習(xí)“災(zāi)難”與“災(zāi)害”提出了一些有針對(duì)性的教學(xué)策略與建議。本文通過(guò)對(duì)“災(zāi)難”和“災(zāi)害”的詳細(xì)的對(duì)比研究,得出了如下結(jié)論:1. “災(zāi)難”和“災(zāi)害”兩者的語(yǔ)義側(cè)重點(diǎn)存在較大差異。它們都可以指造成的嚴(yán)重危害,給人們帶來(lái)不幸的、自然或人為的禍害,但“災(zāi)害”偏重于自然界的一些禍害,“災(zāi)難”則偏重于人類(lèi)行為導(dǎo)致的巨大損失和痛苦。2. “災(zāi)難”和“災(zāi)害”高頻前置搭配詞差異較大�！盀�(zāi)害”的前置搭配詞中前五名皆是名詞,都表示災(zāi)害的種類(lèi),“地質(zhì)災(zāi)害”頻次最高,而“災(zāi)難”頻次最高的是助詞“的”。3. “災(zāi)難”與“災(zāi)害”前后搭配詞的語(yǔ)義類(lèi)型相近,但也有很多細(xì)微的不同之處,而且對(duì)于搭配詞項(xiàng)的的選擇也各有不同。4.外國(guó)留學(xué)生對(duì)“災(zāi)難”和“災(zāi)害”確有混淆狀況,但他們對(duì)“災(zāi)害”用法的掌握比“災(zāi)難”更好,對(duì)“災(zāi)難”和“災(zāi)害”常用搭配詞的掌握能力也遠(yuǎn)不如漢語(yǔ)母語(yǔ)者。5.在對(duì)外漢語(yǔ)課堂中幫助留學(xué)生學(xué)習(xí)“災(zāi)難”和“災(zāi)害”時(shí)最好分階段教學(xué),綜合運(yùn)用多種教學(xué)方法,特別是要利用好工具書(shū)和語(yǔ)料庫(kù),輔助提高教學(xué)效果。
[Abstract]:"Disaster" and "disaster" is to have the same morpheme synonymous nouns, usage, significance is very similar to that of Chinese native speakers are often mixed in the use process, and students are more difficult to distinguish the differences between them, so it is necessary to compare and analyze the previous research on this group of words. "Disaster" and "disaster" ends in the word dictionary, discussion, has no semantic emphasis, collocation, in-depth analysis of corpus data. Therefore, this paper based on corpus data on semantic analysis before and after the "disaster" and "disaster" emphasis and collocation. This paper try to to achieve the following objectives: A. can help Chinese speakers understand more clearly the difference between the two words of disaster "and" disaster ", to improve the accuracy of the.B. of the two words is more important, we can The results of the application of ontology research of "disaster" and "disaster" to foreign language teaching, help students grasp these two words, they reduce the errors of.C. the related concepts of other disciplines such as anthropology clearly has some help. There are also mixed case of anthropology in the use of these two words disaster "and" disaster ". The research steps of this paper are as follows: firstly, sorting out the" disaster "and" disaster "in the mainland and Taiwan several authoritative dictionaries in the meaning of the word meaning, to explore the similarities and differences, summed up their most accurate meaning, then according to the corpus (Peking University network engine Chinese corpus and sketch corpus) in" disaster "and" disaster "corpus analysis of their semantic emphasis. Then further description and analysis before and after the" disaster "and" disaster "match The distribution of words in the corpus, including high frequency collocation, lexical category specific semantic properties and classification. Specifically, in the collocation study before and after the first part of "disaster" and "disaster" collocation word frequency statistics and analysis, and then further on their front and matching parts of speech are classified, the verb in the final before and after the concentration of "disaster" and "disaster" collocation noun, adjective word, semantic classification detailed investigation, to help clarify the semantic roles of these two words, showing the details of their front and collocation similarities and differences. In addition, in the form of a questionnaire to investigate foreign students to the "disaster" and "disaster" acquisition and error conditions, and investigation and Chinese native speakers were compared. In the last part of this paper analysis and conclusions based on the students "disaster" and "disaster And puts forward some corresponding teaching strategies and suggestions. Through the contrastive study on the "disaster" and "disaster", reached the following conclusion: there are significant differences between the 1. semantic focus of "disaster" and "disaster". They can refer to serious harm, bring people unfortunately, natural or man-made calamities, some evil but "disaster" on nature, "disaster" will focus on human behavior caused tremendous damage and suffering.2. "disaster" and "disaster" high frequency collocation differences. "The pre disaster" in the top five pre collocation words are nouns all kinds of disasters, said, "geological disasters" and "disaster" of the highest frequency, the highest frequency is before and after "de".3. "disaster" and "disaster" semantic types of collocation are similar, but there are also many different subtle Place, but also for the selection of the lexical entry collocation of different.4. foreign students to the "disaster" and "disaster" is confused, but their usage on the "disaster" master "disaster" better than the "disaster" and "disaster" common collocation ability is far better than the Chinese mother tongue.5. help to learn the "disaster" and "disaster" students in the foreign language classroom in the best stage teaching, comprehensive use of various teaching methods, especially to make good use of reference books and auxiliary corpus, improve the teaching effect.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195

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