【摘要】：近義詞是指漢語中詞義相同或相近的詞語,近義詞的大量和豐富也是漢語詞匯的一大特點(diǎn)。在對外漢語教學(xué)領(lǐng)域,近義詞一直是困擾中高級水平留學(xué)生詞匯學(xué)習(xí)的難題。目前我國國內(nèi)的近義詞習(xí)得研究以英語為第二語言的習(xí)得研究為主,缺少以漢語為第二語言的近義詞習(xí)得研究。國外基于實(shí)驗(yàn)的定量分析研究方法尚未得到國內(nèi)學(xué)界充分有效的利用。已有的漢語近義詞研究多以單獨(dú)的近義詞為例進(jìn)行研究,對于近義詞習(xí)得與辨析中的總體框架以及近義詞習(xí)得策略的關(guān)注甚少,未能較全面地考察中高級留學(xué)生近義詞辨析和習(xí)得的情況。因此本文提出了“中高級留學(xué)生漢語近義詞習(xí)得情況與學(xué)習(xí)策略研究”這一課題,為有效提取近義詞習(xí)得、分析留學(xué)生學(xué)習(xí)策略的傾向做一些有益嘗試。本研究主要采用問卷調(diào)查及個(gè)人訪談的形式,通過SPSS 17.0軟件進(jìn)行數(shù)據(jù)分析,嘗試通過定量和定性分析相結(jié)合的方式,從南京大學(xué)中高級水平留學(xué)生中獲取第一手資料,真實(shí)反映留學(xué)生近義詞習(xí)得水平和學(xué)習(xí)策略的使用情況,對比東西方留學(xué)生近義詞習(xí)得情況和習(xí)得策略的異同,分析留學(xué)生習(xí)得水平與學(xué)習(xí)策略的相關(guān)性,描寫和總結(jié)留學(xué)生漢語近義詞學(xué)習(xí)及策略的規(guī)律和啟示�；谇叭说难芯坎⒔Y(jié)合本研究的需要,本研究主要以語義對比、句法對比和語用對比三個(gè)分類標(biāo)準(zhǔn)區(qū)別近義詞,將詞匯學(xué)習(xí)策略分為元認(rèn)知策略、認(rèn)知策略和社交情感策略三個(gè)大類。通過數(shù)據(jù)定量統(tǒng)計(jì)分析,本研究發(fā)現(xiàn)：(1)各類近義詞的難度存在差異,呈現(xiàn)“句法易,語用難”的特點(diǎn)。留學(xué)生先習(xí)得近義詞顯性的句法差異,然后習(xí)得隱性的語義差異；(2)東西方不同語言背景的留學(xué)生近義詞水平存在一定差異,總體上日韓留學(xué)生表現(xiàn)優(yōu)于歐美留學(xué)生,可能由于日韓學(xué)生母語正遷移的影響；(3)在學(xué)習(xí)策略方面,日韓留學(xué)生傾向于使用形象化策略,歐美留學(xué)生傾向于使用詞匯知識策略；(4)留學(xué)生近義詞習(xí)得好壞與其使用的具體學(xué)習(xí)策略相關(guān)性較低,即不明顯存在能夠區(qū)分習(xí)得水平的“萬能學(xué)習(xí)策略”。但消極的學(xué)習(xí)態(tài)度和策略會(huì)明顯影響其學(xué)習(xí)水平。最后,本文針對中高級留學(xué)生近義詞習(xí)得與學(xué)習(xí)策略的定量和定性分析的結(jié)果,對漢語詞匯教學(xué)和學(xué)習(xí)分別提出了建議。希望通過本研究充實(shí)漢語詞匯發(fā)展,尤其是近義詞的實(shí)證研究。
[Abstract]:Synonyms refer to words with the same or similar meanings in Chinese, and the abundance and enrichment of synonyms is also a major feature of Chinese vocabulary. In the field of teaching Chinese as a foreign language (TCFL), synonyms have always been a difficult problem for middle-and high-level foreign students. At present, the study of synonym acquisition in China mainly focuses on the acquisition of English as a second language, and lacks the research on the acquisition of synonyms with Chinese as the second language. Foreign quantitative analysis methods based on experiments have not been fully and effectively used in domestic academic circles. Most of the existing researches on Chinese synonyms take individual synonyms as an example, but little attention has been paid to the overall framework of synonym acquisition and the strategy of synonym acquisition. Fail to investigate the discrimination and acquisition of synonyms of middle and advanced foreign students in a more comprehensive way. Therefore, this paper puts forward the topic of "the acquisition of Chinese synonyms and the study of learning strategies for middle and advanced foreign students", in order to effectively extract the acquisition of synonyms and analyze the tendency of foreign students' learning strategies to make some useful attempts. This research mainly adopts the form of questionnaire and personal interview, carries on the data analysis through the SPSS 17.0 software, attempts through the quantitative and the qualitative analysis unifies the way, obtains the first-hand information from the Nanjing University middle and advanced level foreign student. It truly reflects the level of foreign students' acquisition of synonyms and the use of learning strategies, compares the similarities and differences between the acquisition of foreign students' synonyms and their acquisition strategies, and analyzes the correlation between the level of foreign students' acquisition and their learning strategies. This paper describes and summarizes the rules and implications of learning Chinese synonyms and strategies for foreign students. Based on the previous studies and the needs of this study, the present study classifies lexical learning strategies into metacognitive strategies by classifying synonyms according to three classification criteria: semantic contrast, syntactic contrast and pragmatic contrast. Cognitive strategies and social affective strategies are divided into three categories: cognitive strategies and social affective strategies. Through quantitative statistical analysis, this study finds that: (1) there are differences in the difficulty of various synonyms, which are characterized by "easy syntax and difficult pragmatics". Foreign students first acquire syntactic differences of synonym dominance and then acquire implicit semantic differences. (2) there are certain differences in the level of synonyms of foreign students from different language backgrounds in East and West. On the whole, the performance of Japanese and Korean students is better than that of European and American students. (3) in terms of learning strategies, Japanese and Korean students tend to use visualized strategies, while European and American students tend to use vocabulary knowledge strategies; (4) there is a low correlation between the acquisition of synonyms and the specific learning strategies used by foreign students, that is, there is no obvious "universal learning strategy" which can distinguish the level of acquisition. However, negative learning attitudes and strategies will significantly affect their learning level. Finally, based on the results of quantitative and qualitative analysis on the acquisition and learning strategies of synonyms for senior and middle level students, this paper puts forward some suggestions for the teaching and learning of Chinese vocabulary. This study is intended to enrich the development of Chinese vocabulary, especially the empirical study of synonyms.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H195

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