与方位相关的传承语素构词及其在对外汉语词汇教学中的应用

发布时间：2018-01-13 16:21

本文关键词：与方位相关的传承语素构词及其在对外汉语词汇教学中的应用　出处：《安徽大学》2014年硕士论文　论文类型：学位论文

【摘要】：关于语素以及语素教学法对外汉语教学界的研究基本集中在共时层面。杨晓黎(2006)从历时角度提出了传承语素的概念,为对外汉语语素教学开辟了新的思路。本文基于传承语素的理论指导,以《现代汉语词典》和《王力古汉语字典》为语素义来源,从构词能力、语义特征、文化色彩三个方面对与方位相关的传承语素进行集中分析研究。最后,在对与方位相关的传承语素进行考察的基础上,挑选有代表性的语素进行专题教学,并以此为依据在方位类语素教学方面提出几点建议。文章共分为五个部分。第一部分是绪论部分,主要介绍语素及语素分类研究现状、国内外方位词研究现状、对外汉语教学界语素教学现状,本论文的研究方法和研究思路。第二部分是对与方位相关的传承语素在现代汉语中构词方式与语义特征的分析。首先确定与方位相关的传承语素的范围,划分与方位相关的传承语素的构词类型,从构词方式、语义特征、文化色彩三个方面对构词特点进行考察,分析了汉语中与方位相关的词义系统的复杂性和丰富性。第三部分,与《汉语水平词汇与汉字等级大纲》、《新汉语水平考试大纲》进行对比,首先考察《汉语国际教育用音节汉字词汇等级划分》中与方位相关的传承语素的构词情况,并从构造和语义两方面对构词进行分析。然后,对对外汉语基本方位语素的教学模式进行探析,包括对表示空间语义的方位类语素教学和表示参照点区域的方位类语素教学提出建议。第四部分将前文研究成果应用到教学上,挑选有代表性的语素进行专题教学设计。分析《看图说话·一年级》、《汉语阅读教程修订本·第一册》、《汉语听力教程修订本·第一册》、《汉语教程·第一册》中与方位相关的语素出现的情况。在分析教材的生词、课文设置情况的基础上,笔者提出了关于教学方法的三点建议：第一,语素教学法,注重方位词的基本意义教学,适当穿插语素构词的训练；第二,语境操练法,重视讲解方位语素组成的词语的隐喻用法；第三,文化教学法,结合中国文化进行词汇教学,加深学生理解,提高学生学习汉语的兴趣。第五部分为结语。总结归纳了本文的主要观念,并指出本文研究存在的不完善的地方。
[Abstract]:The research on morpheme and morpheme teaching in teaching Chinese as a foreign language is concentrated on the synchronic level. Yang Xiaoli 2006) put forward the concept of passing on morpheme from the diachronic point of view. Based on the theory of inheriting morpheme, this paper takes Modern Chinese Dictionary and Wang Li Ancient Chinese Dictionary as the source of morpheme meaning, from the word formation ability, semantic characteristics. Three aspects of cultural color related to the location of inheritance morpheme analysis and research. Finally, on the basis of the study of the inherited morpheme related to location, selected representative morphemes for thematic teaching. On the basis of this, some suggestions are put forward in the teaching of locational morpheme. This paper is divided into five parts. The first part is the introduction part, mainly introduces the research status of morpheme and morpheme classification, the research status of locative words at home and abroad, and the current situation of morpheme teaching in the field of teaching Chinese as a foreign language. The research method and thought of this thesis. The second part is the analysis of the morphemes related to location in modern Chinese word formation and semantic characteristics. Firstly, the scope of the inherited morpheme related to location is determined. Division and location related to the inheritance of morpheme word formation type, from the word formation mode, semantic characteristics, cultural color to investigate the characteristics of word formation. This paper analyzes the complexity and richness of location-related semantic systems in Chinese. The third part compares with the outline of Chinese level Vocabulary and Chinese characters and the outline of New Chinese proficiency Test. First of all, the lexical classification of syllabic Chinese characters used in Chinese International Education is studied, and the formation of inherited morpheme is analyzed from the aspects of construction and semantics. This paper probes into the teaching mode of the basic locative morpheme of TCFL, including the teaching of the location-like morpheme which represents the spatial semantics and the teaching of the location-like morpheme of the reference point area. The 4th part applies the previous research results to the teaching, selects the representative morpheme to carry on the special topic teaching design. Analyzes "look at the picture to speak 路the first grade", "Chinese reading course revised edition first volume". "Chinese listening course revision 路first volume", "Chinese tutorials 路first volume", "Chinese tutorials 路volume one", the situation of morphemes related to orientation. Based on the analysis of the new words and text settings of the textbooks. The author puts forward three suggestions on teaching methods: first, the teaching method of morpheme, pay attention to the teaching of the basic meaning of locative words, and appropriately insert the training of morpheme formation; Second, context practice, pay attention to explaining the metaphorical usage of words composed of locative morphemes; Third, cultural teaching method, combined with Chinese culture, vocabulary teaching, deepen students' understanding, enhance students' interest in learning Chinese. Part 5th is the conclusion. It summarizes the main ideas of this paper and points out the imperfections in this study.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3

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