本文選題：口 + 詞群��； 參考：《華中師范大學》2017年碩士論文

【摘要】：“口”作為人類重要的身體器官,在語言上體現為與“口”有關的詞匯和用法十分豐富,這些詞大多使用普遍、意義復雜,往往是對外漢語教學中的重點和難點。本文立足對外漢語教學,選取《漢語國際教育用音節(jié)漢字詞匯等級劃分》詞匯表中“口 ”詞群涵蓋的339個詞和短語作為研究對象,分別從詞語和語素的角度展開分類分級研究,提出“口”詞群的對外漢語教學路徑。從詞語的角度,首先根據詞語的形式將詞表中“口”詞群分為單音節(jié)單純詞、含語素“ 口”的合成詞和短語、含“口”部字作為構詞語素的合成詞和短語三類,每類分別包括36、46、257個詞或短語。然后以語義范疇理論和義類思想為基礎對“口”詞群作出更為細致的意義分類,構建比較全面的“口”詞群內部語義網絡。以“口”為例展開隱喻認知分析,基于鄰近和凸顯原則的“口”從源概念一般映射到“口味、言語、人口、感情”等目標概念,基于相似性原則的“口”從源概念一般映射到“口狀物、出入通過的地方、破裂的地方”等目標概念,并舉例說明其他類別詞語的語義隱喻認知關聯。從語素的角度,按照《現代漢語詞典》(第六版)的編排原則和對外漢語教學需要,統(tǒng)計出73個語素形體涵蓋96個語素。按照目標語素在詞或短語中的顯義程度歸納出目標語素在詞和短語中完全顯義、部分顯義、間接顯義、微弱顯義和完全不顯義四種類型。為打破漢字形體的局限,引入語素項概念,統(tǒng)計出234個語素項,構建語素項和詞語對照表,詳細分析語素項構詞分布情況以及構詞特點,發(fā)現詞典中順序靠前,釋義內容簡單以及名詞、動詞性質的語素項構詞基礎更好。從對外漢語教學的角度,以詞語為中心,借助義類思想,通過構建“口”詞群內部詞義網絡,集中開展詞匯集合教學;利用隱喻理論,開展復雜多義詞教學、把握義類詞內部聯系、做好詞匯文化義教學。以語素為中心,借助形類理論,樹立語素形類思想,利用“ 口”詞群共同形式特征開展教學;針對漢語多義性強和留學生學習需求,以“口”為例提出基于語素項的分類分級教學方式,提升對外漢語詞匯教學的針對性和實效性。
[Abstract]:As an important human body organ, "mouth" is embodied in the rich vocabulary and usage related to "mouth" in language. Most of these words are widely used and have complex meanings, which are often the key and difficult points in teaching Chinese as a foreign language. Based on the teaching of Chinese as a foreign language, this paper selects 339 words and phrases covered by the "mouth" word group in the vocabulary of Chinese syllables for International Chinese Education. From the angle of word and morpheme, this paper puts forward the teaching path of "mouth" word group as a foreign language. From the perspective of words, first of all, according to the form of words, the "mouth" word group in the lexical table is divided into three categories: monosyllabic simple words, compound words and phrases with morpheme "mouth", and "mouth" part characters as three kinds of compound words and phrases of word-forming morpheme. Each category includes 36,46257 words or phrases. Then, on the basis of semantic category theory and semantic category theory, we make a more detailed classification of the meaning of "mouth" word group, and construct a more comprehensive semantic network of "mouth" word group. Taking "mouth" as an example, the metaphorical cognitive analysis is carried out. The "mouth" based on the principle of proximity and salience maps from the source concept to the objective concepts of "taste, speech, population, emotion" and so on. Based on the principle of similarity, the "mouth" is mapped from the source concept to the target concepts such as "mouth, place of entry and exit, place of rupture", and examples are given to illustrate the cognitive relevance of semantic metaphor of other categories of words. From the perspective of morpheme, according to the arrangement principle of Modern Chinese Dictionary (sixth edition) and the need of teaching Chinese as a foreign language, 73 morphemes covering 96 morphemes are obtained. According to the degree of explicit meaning of target morpheme in words or phrases, the four types of target morpheme in word and phrase are concluded: complete explicit meaning, partial explicit meaning, indirect explicit meaning, weak explicit meaning and completely unexplicit meaning. In order to break the limitation of Chinese character form, the concept of morpheme is introduced, 234 morpheme items are counted, and a comparison table of morpheme items and words is constructed. The distribution and characteristics of morpheme term formation are analyzed in detail, and it is found that the order of morpheme items is ahead in the dictionary. The content of interpretation is simple as well as noun, verb nature morpheme word formation foundation is better. From the point of view of teaching Chinese as a foreign language, with the help of the concept of semantic category, the teaching of complex polysemous words is carried out through the construction of the inner semantic network of "mouth" word group, and the teaching of complex polysemous words by means of metaphorical theory. Grasp the internal relations of semantic words, and do a good job in teaching lexical and cultural meaning. Taking morpheme as the center, with the help of the theory of morpheme, setting up the thought of morpheme, using the common form characteristic of "mouth" word group to carry out teaching, aiming at the strong polysemy of Chinese and the study needs of foreign students, Taking "mouth" as an example, this paper puts forward a classified and graded teaching method based on morpheme to improve the pertinence and effectiveness of Chinese vocabulary teaching as a foreign language.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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