《实用速成汉语》中“一对一”对释词语分析研究

发布时间：2018-05-06 20:53

本文选题：对释词 + 同译词　；参考：《陕西师范大学》2009年硕士论文

【摘要】： 目前,大部分对外汉语教材的生词表使用英语词语进行对释。在教学过程中我们经常遇到这种情况:学习者根据英语对释说出的句子,不符合汉语的用法特点,教师不了解英汉词语的差别,只能做出表面性的更正,而无法解释出为什么。当前对外汉语教材生词处理的研究都意识到了运用母语对释汉语容易让学习者根据母语知识,形成语义、语法、语用上的错误等,提倡将汉语和其他语言进行对比分析,强调母语和目的语词语对比在教材编写中的应用。但是,当前的研究偏重介绍性文章多,没有从更为具体的词语对比入手。无论从教学实践,还是从理论研究来讲,对外汉语教材中的生词表仍有必要做进一步的研究。本文以《实用速成汉语》(英.石明理,田皓皓著,陕西师范大学出版社,2007年,以下简称CME)1-5册中的词汇表中一对一的对释词语为研究对象,从对释和同译两个角度,在对比语言学和词汇语义学的理论框架下,采用定量、定性的分析方法,对对译词语之间的词语进行深入细致的描写、对比。利用英汉双语语料库,呈现英汉词语的使用情况。对一套教材中的一类对释词语做穷尽性的描写、分析和对比。以期优化对外汉语教材词汇释义,细化英汉词语对比,服务于对外汉语教学。本文章节安排,一共分为四章。第一章“引论”部分主要对对外汉语教材中的生词注释研究和英汉词语对比研究进行评述,并指出其研究不足之处;介绍本文研究所用理论框架、研究范围和方法以及研究特色和创新之处。第二章部分从基义、陪义、词义演变和词类变化四个方面深入到词义内部,对对释词语的义域、义场、次要属性意义、内部多义结构和词类做了论述。认为用简单的一对一的对释来一刀切,没有完成生词表的释义任务,反而人为地加剧了学习者的学习难度。主张运用词汇语义学对英汉对释词做深入的描写和分析,为对外汉语教材的编写和教学提供一个视角。第三章部分从同译角度,对一对一的对释词语做再次分析,指出同译方式人为地掩盖了同译词语之间在语义、语法和语用上的差别。教材的误导和母语的负迁移,使学习者无法正确的把握和使用汉语词语。该章结合具体的词语做深入地分析研究,主张在语用层面从搭配和语体风格、适用场合来进行对比分析,在语法层面从音节特征和句法特征入手来做对比分析,以期将研究方法和研究成果应用到词语释义和教学过程中。第四章部分从词语释义原则、释义方式和释义内容三个方面论述对对外汉语教材词语释义的建议,认为词语释义要遵循四个原则,即语境定位原则、准确简洁原则、灵活多样原则和信息全面原则。并在这些原则之下积极地探索新的释义方式,包括英汉对释、对释加简单注释、对释加说明或描述、运用定义方式、词表外加词语辨析和列举典型搭配例句。主张词语的释义要说明对释词语义域差异、说明对释词语的语体差异、归纳区别语素义、说明文中所使用的义项和归纳说明词语的句法特征。最后为结语,总结本文,指出研究成果和不足之处。
[Abstract]:At present, most of the new words in Chinese textbooks are interpreted by English words and expressions. In the course of teaching, we often encounter this situation: the learners' sentences released by the English language do not conform to the characteristics of the Chinese usage. The teachers do not understand the differences between English and Chinese words and English words, but they can only make a surface correction, but can not explain why. The study of the word processing of the former Chinese textbooks has realized that the use of the mother tongue is easy to make the learners make a semantic, grammatical and pragmatic error according to their mother tongue knowledge, and advocates the comparative analysis of the Chinese and other languages, emphasizing the application of the contrast between the mother tongue and the target language in the compilation of the textbooks. However, the current research is biased. There are a lot of introductory articles, and there is no comparison between the more specific words and phrases. No matter from the practice of teaching, or from the theoretical research, it is necessary to make a further study on the list of new words in the textbooks of Chinese as a foreign language.
This paper, based on the theoretical framework of contrastive linguistics and lexical semantics, uses quantitative and qualitative analysis methods under the theoretical framework of contrastive linguistics and lexical semantics in the 1-5 volumes of the vocabulary of 1-5 volumes in the 1-5 volumes of "practical instant Chinese" (English. The use of English and Chinese bilingual corpus is used to describe the use of words and expressions in English and Chinese. An exhaustive description, analysis and comparison of a set of paraphrase in a set of textbooks is made to optimize the interpretation of the vocabulary of the teaching materials of Chinese as a foreign language, to finer the comparison between English and Chinese words and to serve the teaching of Chinese as a foreign language.
The chapter is divided into four chapters. The first chapter, "Introduction", reviews the study of the annotation of the new words in Chinese as a foreign language textbook and the contrastive study of English and Chinese words, and points out the shortcomings of the research, and introduces the theoretical framework, the scope and method of the study, the characteristics and the innovation of the research.
In the second chapter, part of the meaning, meaning field, minor attribute meaning, internal polysemous structure and word class are discussed from four aspects of basic meaning, accompanying meaning, word meaning evolution and word class change. The author advocates the use of lexical semantics to make an in-depth description and analysis of English and Chinese words, and to provide a perspective for the compilation and teaching of Chinese teaching materials for foreign languages.
The third chapter, from the perspective of the same translation, analyzes the one to one interpretation of the paraphrase, pointing out that the same translation methods artificially conceal the differences in semantic, grammatical and pragmatic differences between the same words and expressions. The misleading of the textbooks and the negative transfer of the mother tongue make it impossible for the learners to correctly grasp and use the Chinese words. In the pragmatic level, analysis and analysis are carried out on the pragmatic level, and the contrastive analysis is made from the syllabic and syntactic features at the grammatical level, in order to apply the research methods and research results to the process of word interpretation and teaching.
In the fourth chapter, from the three aspects of the paraphrase principle, the way of interpretation and the content of the interpretation, the article discusses the explanation of the meaning of the words and expressions in the teaching materials of Chinese as a foreign language. It is believed that the interpretation of the words should follow four principles, namely, the principle of context orientation, the principle of accurate succinct, the principle of flexible diversity and the comprehensive principle of information, and actively explore new meanings under these principles. The way, including the interpretation of English and Chinese, a simple annotation to the interpretation, the explanation or description of the paraphrase, the use of definition, the expression of words and words, and the enumeration of typical collocation examples. The definition of the words should explain the differences in the semantic domain of the words, explain the differences in the language of the words, the meaning of the morphemes, and the meanings and induction of the words. The syntactic features of the words of the Ming Dynasty.
Finally, for the conclusion, summarize this article, and point out the research results and shortcomings.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

【引证文献】