《现代汉语词典》（第6版）与《现代汉语学习词典》含动物语素类比喻词释义对比研究

发布时间：2018-05-11 08:30

本文选题：动物语素 + 比喻词　；参考：《河北师范大学》2017年硕士论文

【摘要】：现代汉语中有很多含有动物语素类的比喻词,它们多含非线性组合的比喻义,因而成为留学生学习和使用的难点,如双音节的“牛马”“豺狼”,三音节的“旱鸭子”“纸老虎”等。这类词在现代汉语中有多少?构词理据和组合规律有哪些?在对外汉语词汇教学中如何对该类词更好地进行教学?基于此,本文以含动物语素类比喻词(以下简称动物类比喻词)为研究对象,将《现代汉语词典》(以下简称《现汉》)和孙全洲主编的《现代汉语学习词典》(以下简称《学习词典》)作为封闭的语料来源,从中穷尽式地统计出该类词。通过对两部词典中动物类比喻词的释义方式、释义内容及收词的对比,提出合理建议。同时在收集留学生使用动物类比喻词偏误的基础上,对对外汉语教学提出有针对性的教学建议。本文共分六个部分。绪论部分对本文的选题价值、研究现状、研究内容、研究思路、研究方法进行了整体的说明。第一章,动物类比喻词的本体研究。本文首先对动物类比喻词进行界定,确定研究范围。服务于动物类比喻词的对外汉语教学,我们着重探讨了动物类比喻词的构词理据问题和组合问题。其中,理据主要研究了主观想象相似、局部特征相似、整体特征相似、动态相似、静态相似、颜色相似六种类型。探讨了动物类语素与动物类语素及非动物类语素的组合问题。第二章,《现汉》与《学习词典》释义的对比研究。本章分别从词典的释义方式、释义内容方面进行对比分析。两部词典中涉及的释义方式主要有词语式、定义式、描述式三大类。释义内容主要从条目、义项及陪义等几个方面进行比较,发现两部词典都存在着同类词释义模式不统一、常用义项缺漏、解释词和被释词词性不一致、提示词使用不规范等问题,并提出了修订建议。第三章,《现汉》与《学习词典》收词的对比研究。《现汉》收录的动物类比喻词共计266个,《学习词典》共收录了82个,两部词典共有的词语数量为81个。我们根据暨南大学中介语语料库和北京语言大学HSK动态作文语料库里动物类比喻词的词频统计,依据学习词典以频率为主、参照通用度的收词原则,对《学习词典》的收词提出了建议。第四章,对外汉语动物类比喻词教学。通过对留学生使用动物类比喻词产生的偏误,分析原因。结合词典的释义,我们认为在对外汉语动物类比喻词的教学中应该梳理出本义和比喻义的关系,注意不同民族背景下文化的差异,注意不同语言中词语的对应性,并根据动物类比喻词的构词规律进行教学。结语部分回顾了本文的主要研究内容,客观总结了不足之处,并对今后研究进行了展望。
[Abstract]:There are many metaphors with animal morphemes in modern Chinese, many of which contain the figurative meaning of nonlinear combination, so they become the difficulty of studying and using by foreign students, such as the two-syllable "bull horse" and "jackal". The three-syllable "dry duck", "paper tiger", etc. How many such words are there in modern Chinese? What are the motivation and combination rules of word formation? How to better teach this kind of words in the vocabulary teaching of TCFL? Based on this, this paper takes the metaphorical words containing animal morpheme (hereinafter referred to as animal figurative word) as the research object. The Modern Chinese Dictionary (hereinafter referred to as "Xianhan") and the Modern Chinese Learning Dictionary (hereinafter referred to as "Learning Dictionary"), edited by Sun Quanzhou, are taken as the closed source of corpus, from which the words are counted out in an exhaustive manner. Based on the comparison between the two dictionaries on the interpretation of animal figurative words, the content of interpretation and the acceptance of words, some reasonable suggestions are put forward. At the same time, on the basis of collecting the errors in the use of animal figurative words by foreign students, the author puts forward some suggestions for teaching Chinese as a foreign language. This paper is divided into six parts. In the introduction part, the value, research status, research contents, research ideas and research methods of this paper are explained as a whole. The first chapter is the ontological study of animal metaphors. In this paper, animal metaphors are defined to determine the scope of the study. In the teaching of animal figurative words as a foreign language, we focus on the motivation and combination of animal figurative words. Among them, motivation mainly studies six types: subjective imagination similarity, local feature similarity, global feature similarity, dynamic similarity, static similarity and color similarity. The combination of animal morpheme with animal morpheme and non-animal morpheme is discussed. The second chapter, the contrastive study of the interpretation of present Han and Learning Dictionary. This chapter makes a contrastive analysis from the interpretation of the dictionary and the content of the interpretation. In the two dictionaries, there are three kinds of definitions: word, definition and description. The content of interpretation is mainly compared from several aspects, such as entry, meaning and accompanying meaning. It is found that the two dictionaries have different interpretation modes of the same kind of words, common meanings are missing, explanatory words are not consistent with those of explained words in part of speech. Some problems such as nonstandard use of words are suggested, and some suggestions for revision are put forward. In Chapter 3, the comparative study of the words collected in the "Xianhan" and "Learning Dictionary" shows that there are 266 animal figurative words collected in the < Xianhan], 82 of which are included in the Learning Dictionary, and the number of words shared by the two dictionaries is 81. According to the frequency statistics of animal figurative words in the interlanguage corpus of Jinan University and the HSK dynamic composition Corpus of Beijing language and language University, and according to the principle of word acceptance, Some suggestions are put forward for the acceptance of words in the Learning Dictionary. The fourth chapter, animal figurative words teaching in TCFL. This paper analyzes the causes of errors caused by the use of animal metaphors by foreign students. Combined with the interpretation of the dictionary, we think that in the teaching of animal figurative words in TCFL, we should sort out the relationship between the original meaning and the metaphorical meaning, pay attention to the cultural differences in different national backgrounds, and pay attention to the correspondence of the words in different languages. And according to animal figurative word formation rule of teaching. The conclusion part reviews the main contents of this paper, summarizes the deficiency objectively, and looks forward to the future research.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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