对外汉语教学大纲词汇表的对比研究

发布时间：2018-03-29 00:20

本文选题：对外汉语　切入点：教学大纲　出处：《鲁东大学》2017年硕士论文

【摘要】：对外汉语教学大纲作为指导对外汉语教学的重要的纲领性的文件,历来就受到专家和学者的关注,大纲中的词汇表作为大纲中最重要的部分,也成为他们研究的重点。以往的研究多是从大纲词表制定的原则,词汇量的确定,词汇等级的划分等外部方面入手。本文则把研究的视角转向词汇表所收词语的内部语义上,关注大纲所收词语在词义类聚上的特点,试着从语义类别划分的角度对大纲词表所收词语进行义类的归纳和整理。将会呈现以下两方面的意义:汉语的词义学方面:对大纲词表所收录的词汇的义类分布情况进行整体的描述,计量统计,并归纳其特点。大纲词表研究方面:对各个级别词汇表所收录的词汇的义类种数,分布比例,以及在词汇表中的层级分布等方面来考察大纲词汇表的义类体系。考察大纲词表在收词过程中是否支撑起了汉语词汇系统的意义概貌;在词汇等级的分布上,是否考虑到了学习者的认知规律和习得规律。本文选取对外汉汉语教学中常用的三部大纲的词汇表作为研究对象,借助《现代汉语词典》、《现代汉语分类词典》和语料库,对大纲所收词语进行语义类别的划分,力求真实、客观的反映出大纲词表所收词语的义类分布情况。本文共分为五个部分:第一部分,绪论。介绍研究的概况,包括到研究现状、对象、任务和意义,以及研究中运用到的理论、方法和研究的立足点。第二部分,研究假设。提出对外汉语教学大纲收词义类分布的假设,即系统性、梯度性和通用性,并且详细介绍了研究所参照的语料及研究的方法和步骤。第三部分,大纲词表收词的义类分布情况。这个部分是论文的主体部分,主要是对各部大纲词汇表所收词语的义类分布的统计和分析,并在此基础上提出对大纲词汇表的词汇收录上的意见和建议。第四部分,大纲词汇义类划分对对外汉语词汇教学的启示。以词汇教学中的难点为切入点,结合对大纲词汇义类划分的结果以及划分过程中的思考,对词汇教学提出与之相对策略。第五部分,结论。基于前文的研究,对本文的全部内容做出总结性陈,点明论文的不足之处,以便日后加以改进。
[Abstract]:As an important programmatic document to guide the teaching of Chinese as a foreign language, the outline of teaching Chinese as a foreign language has always been concerned by experts and scholars. The vocabulary of the outline is the most important part of the outline. In the past, most of the studies were based on the principles of the outline vocabulary, the determination of vocabulary size, the classification of vocabulary levels, etc. In this paper, the perspective of the study was shifted to the internal semantics of the words received in the vocabulary. Pay attention to the characteristics of lexical meaning clustering of words in the outline, This paper tries to summarize and sort out the meanings of the words in the syllabus from the perspective of semantic classification. It will show the following two meanings: the lexical meaning of Chinese and the distribution of the semantic categories of the words included in the syllabus. The situation is described as a whole, In terms of the study of outline lexicon: the number and distribution of semantic categories of the words included in the glossary of various levels, And the hierarchical distribution in the glossary to examine the meaning of the outline vocabulary system, the outline vocabulary in the process of receiving words to support the meaning of the general picture of the Chinese vocabulary system, in terms of the distribution of lexical levels, This paper chooses the vocabulary of three syllabuses commonly used in teaching Chinese as a foreign language as the research object, with the help of the Modern Chinese Dictionary, the Modern Chinese Classification Dictionary and the corpus. This paper is divided into five parts: the first part, the introduction. Including the current situation, object, task and significance of the study, as well as the theories, methods and footholds used in the research. The second part, the research hypotheses, put forward the hypothesis of word meaning distribution in the syllabus of teaching Chinese as a foreign language, that is, systematicness. Gradient and generality, and detailed introduction of the research reference corpus and research methods and procedures. Part three, the distribution of the meaning category of the outline word table. This part is the main part of the paper. It is mainly about the statistics and analysis of the distribution of the meaning categories of the words received in the outline glossary, and on this basis puts forward the opinions and suggestions on the lexical inclusion of the outline vocabulary. Part four, Based on the difficulties in vocabulary teaching, this paper combines the results of the outline lexical semantic classification and the thinking in the process of the outline lexical semantic classification, and the implications of the classification of the syllabus lexical meaning category for the teaching of Chinese as a foreign language (TCFL). The fifth part, the conclusion. Based on the previous research, the author summarizes the whole content of this paper and points out the shortcomings of the paper so as to improve it in the future.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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