本文選題：口 + 詞群��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：“口”作為人類重要的身體器官,在語(yǔ)言上體現(xiàn)為與“口”有關(guān)的詞匯和用法十分豐富,這些詞大多使用普遍、意義復(fù)雜,往往是對(duì)外漢語(yǔ)教學(xué)中的重點(diǎn)和難點(diǎn)。本文立足對(duì)外漢語(yǔ)教學(xué),選取《漢語(yǔ)國(guó)際教育用音節(jié)漢字詞匯等級(jí)劃分》詞匯表中“口 ”詞群涵蓋的339個(gè)詞和短語(yǔ)作為研究對(duì)象,分別從詞語(yǔ)和語(yǔ)素的角度展開(kāi)分類分級(jí)研究,提出“口”詞群的對(duì)外漢語(yǔ)教學(xué)路徑。從詞語(yǔ)的角度,首先根據(jù)詞語(yǔ)的形式將詞表中“口”詞群分為單音節(jié)單純?cè)~、含語(yǔ)素“ 口”的合成詞和短語(yǔ)、含“口”部字作為構(gòu)詞語(yǔ)素的合成詞和短語(yǔ)三類,每類分別包括36、46、257個(gè)詞或短語(yǔ)。然后以語(yǔ)義范疇理論和義類思想為基礎(chǔ)對(duì)“口”詞群作出更為細(xì)致的意義分類,構(gòu)建比較全面的“口”詞群內(nèi)部語(yǔ)義網(wǎng)絡(luò)。以“口”為例展開(kāi)隱喻認(rèn)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(yǔ)、人口、感情”等目標(biāo)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(guò)的地方、破裂的地方”等目標(biāo)概念,并舉例說(shuō)明其他類別詞語(yǔ)的語(yǔ)義隱喻認(rèn)知關(guān)聯(lián)。從語(yǔ)素的角度,按照《現(xiàn)代漢語(yǔ)詞典》(第六版)的編排原則和對(duì)外漢語(yǔ)教學(xué)需要,統(tǒng)計(jì)出73個(gè)語(yǔ)素形體涵蓋96個(gè)語(yǔ)素。按照目標(biāo)語(yǔ)素在詞或短語(yǔ)中的顯義程度歸納出目標(biāo)語(yǔ)素在詞和短語(yǔ)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(yǔ)素項(xiàng)概念,統(tǒng)計(jì)出234個(gè)語(yǔ)素項(xiàng),構(gòu)建語(yǔ)素項(xiàng)和詞語(yǔ)對(duì)照表,詳細(xì)分析語(yǔ)素項(xiàng)構(gòu)詞分布情況以及構(gòu)詞特點(diǎn),發(fā)現(xiàn)詞典中順序靠前,釋義內(nèi)容簡(jiǎn)單以及名詞、動(dòng)詞性質(zhì)的語(yǔ)素項(xiàng)構(gòu)詞基礎(chǔ)更好。從對(duì)外漢語(yǔ)教學(xué)的角度,以詞語(yǔ)為中心,借助義類思想,通過(guò)構(gòu)建“口”詞群內(nèi)部詞義網(wǎng)絡(luò),集中開(kāi)展詞匯集合教學(xué);利用隱喻理論,開(kāi)展復(fù)雜多義詞教學(xué)、把握義類詞內(nèi)部聯(lián)系、做好詞匯文化義教學(xué)。以語(yǔ)素為中心,借助形類理論,樹(shù)立語(yǔ)素形類思想,利用“ 口”詞群共同形式特征開(kāi)展教學(xué);針對(duì)漢語(yǔ)多義性強(qiáng)和留學(xué)生學(xué)習(xí)需求,以“口”為例提出基于語(yǔ)素項(xiàng)的分類分級(jí)教學(xué)方式,提升對(duì)外漢語(yǔ)詞匯教學(xué)的針對(duì)性和實(shí)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(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
【分類號(hào)】：H195.3

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