汉泰常用多义动作动词对比分析
发布时间：2018-08-12 08:11
【摘要】：动词是任何语言中使用频率最高的词类，无论是汉语还是泰语，动词是句子的核心，是理解句子含义的关键。动作动词与我们的生活息息相关，与人的活动联系最紧密，因此在对外汉语教学中应当给予重视。汉语和泰语的动作动词含义和用法有一定的相似之处，但也存在很大的差异，本文仅从义项的角度，对汉语和泰语动作动词进行义项对比分析，得出两种语言在义项上的异同之处，其相同点则为泰国学生学习汉语动词比较容易的地方，，而不同点大多都是学习的难点。本文在对比分析的基础上，从义项数多少和语义对应关系两个角度对50个常用汉语多义动作动词进行难度等级划分，根据难度等级对多义动作动词的教学顺序给出建议，在分析前人的动词教学策略的基础上，提出了一些有针对性的多义动作动词的教学方法。 第一章的主要内容是汉泰常用多义动作动词的语义对比分析。按照汉语多义动作动词义项数的多少，将50个汉语动词分为五类与相关泰语动词进行对比分析。比较结果为：汉泰语义项数相等的动词有4个，汉语义项数大于泰语义项数的动词有28个，汉语义项数小于泰语义项数的动词有18个。总体看来汉语动词的含义更丰富，所比较的汉泰语动词的基本义大致相同，引申义和扩展义差别较大。汉泰语义项数相同的动词有4个，义项能够完全对应的只有2个。有一些汉语动词对应的泰语动词为同一个动词，学习者在使用中要加以区分。 第二章则是划分汉语动词的难度等级，制定教学顺序和提出教学策略。本文按照汉语语义对比划分的三个类型，从汉语义项数多少和汉泰语动词的对应关系两方面来考察汉语动词的难度等级顺序。总体来看，教学顺序应按照汉语动词义项数从少到多、难度由低到高的顺序，坚持高频义项先讲，低频义项后讲的原则。教学方法主要有直接法、翻译法、动词对比教学、义项拓展法，动词的搭配训练、近义动词对比和反义动词对比教学等方法。动词教学应该用丰富有趣的教学方法激发学生的学习兴趣。 结语部分对本文的所有研究内容和结果进行归纳总结。本文的研究结果是汉泰语常用多义动作动词基本义相同，引申义和扩展义差别较大，汉泰语义项的多少也存在很大差别。根据研究结果，我们制定了汉语常用多义动作动词在习得中的难度等级顺序，这有利于学习者和教师预测学习重难点。根据汉语动词义项数的多少和动词的难度等级制定了合理的教学顺序，提出了相关的教学策略。
[Abstract]:Verbs are the most frequently used parts of speech in any language. Whether in Chinese or Thai, verbs are the core of the sentence and the key to understanding the meaning of the sentence. Action verbs are closely related to our life and most closely related to people's activities, so we should pay attention to them in teaching Chinese as a foreign language. The meaning and usage of action verbs in Chinese and Thai are similar to each other, but there are also great differences. This paper makes a contrastive analysis of the meanings of action verbs in Chinese and Thai from the point of view of meaning. The similarities and differences between the two languages in terms of meanings are found to be easier for Thai students to learn Chinese verbs, and most of the differences are difficulties in learning Chinese verbs. On the basis of comparative analysis, this paper classifies 50 commonly used Chinese polysemous action verbs in terms of the number of meanings and semantic correspondence, and gives some suggestions on the teaching order of polysemous action verbs according to the degree of difficulty. On the basis of analyzing the previous teaching strategies of verbs, this paper puts forward some teaching methods of polysemous action verbs. The main content of the first chapter is the semantic contrastive analysis of Chinese and Thai polysemous action verbs. According to the number of meanings of Chinese polysemous action verbs, 50 Chinese verbs are divided into five categories and compared with relevant Thai verbs. The results are as follows: there are 4 verbs with the same number of semantic items in Chinese, 28 verbs with more meanings in Chinese than those in Thai, and 18 verbs with fewer meanings in Chinese than in Thai. In general, the meaning of Chinese verbs is more abundant, and the basic meanings of Chinese and Thai verbs are roughly the same. There are 4 verbs with the same number of semantic items in Chinese and Thailand, and only 2 verbs with complete corresponding meanings. There are some Chinese verbs corresponding to Thai verbs are the same verbs, learners should distinguish between them. The second chapter classifies the difficulty of Chinese verbs, formulates teaching order and puts forward teaching strategies. According to the three types of Chinese semantic contrastive division, this paper investigates the difficulty rank order of Chinese verbs from two aspects: the number of meanings in Chinese and the corresponding relationship between Chinese and Thai verbs. In general, the teaching order should be according to the order of Chinese verb meaning number from less to more, difficulty from low to high, adhere to the principle of high frequency meaning first, low frequency meaning before speaking. Teaching methods include direct method, translation method, contrastive teaching of verbs, extension of meaning, collocation training of verbs, contrastive teaching of synonymous verbs and contrastive teaching of antisense verbs. Verb teaching should stimulate students' interest in learning with rich and interesting teaching methods. The conclusion part summarizes all the research contents and results of this paper. The result of this study is that the basic meanings of polysemous action verbs in Chinese and Thai are the same, and the differences between the extended meanings and the expressions of polysemous action verbs in Chinese and Thai are quite different, and there are also great differences in the number of meanings in the Chinese and Thai languages. Based on the results of the study, we have established the order of difficulty levels in the acquisition of common polysemous action verbs in Chinese, which is helpful for learners and teachers to predict the important difficulties in learning. According to the number of meanings of Chinese verbs and the degree of difficulty of verbs, a reasonable teaching order is made, and relevant teaching strategies are put forward.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
本文编号：2178460
[Abstract]:Verbs are the most frequently used parts of speech in any language. Whether in Chinese or Thai, verbs are the core of the sentence and the key to understanding the meaning of the sentence. Action verbs are closely related to our life and most closely related to people's activities, so we should pay attention to them in teaching Chinese as a foreign language. The meaning and usage of action verbs in Chinese and Thai are similar to each other, but there are also great differences. This paper makes a contrastive analysis of the meanings of action verbs in Chinese and Thai from the point of view of meaning. The similarities and differences between the two languages in terms of meanings are found to be easier for Thai students to learn Chinese verbs, and most of the differences are difficulties in learning Chinese verbs. On the basis of comparative analysis, this paper classifies 50 commonly used Chinese polysemous action verbs in terms of the number of meanings and semantic correspondence, and gives some suggestions on the teaching order of polysemous action verbs according to the degree of difficulty. On the basis of analyzing the previous teaching strategies of verbs, this paper puts forward some teaching methods of polysemous action verbs. The main content of the first chapter is the semantic contrastive analysis of Chinese and Thai polysemous action verbs. According to the number of meanings of Chinese polysemous action verbs, 50 Chinese verbs are divided into five categories and compared with relevant Thai verbs. The results are as follows: there are 4 verbs with the same number of semantic items in Chinese, 28 verbs with more meanings in Chinese than those in Thai, and 18 verbs with fewer meanings in Chinese than in Thai. In general, the meaning of Chinese verbs is more abundant, and the basic meanings of Chinese and Thai verbs are roughly the same. There are 4 verbs with the same number of semantic items in Chinese and Thailand, and only 2 verbs with complete corresponding meanings. There are some Chinese verbs corresponding to Thai verbs are the same verbs, learners should distinguish between them. The second chapter classifies the difficulty of Chinese verbs, formulates teaching order and puts forward teaching strategies. According to the three types of Chinese semantic contrastive division, this paper investigates the difficulty rank order of Chinese verbs from two aspects: the number of meanings in Chinese and the corresponding relationship between Chinese and Thai verbs. In general, the teaching order should be according to the order of Chinese verb meaning number from less to more, difficulty from low to high, adhere to the principle of high frequency meaning first, low frequency meaning before speaking. Teaching methods include direct method, translation method, contrastive teaching of verbs, extension of meaning, collocation training of verbs, contrastive teaching of synonymous verbs and contrastive teaching of antisense verbs. Verb teaching should stimulate students' interest in learning with rich and interesting teaching methods. The conclusion part summarizes all the research contents and results of this paper. The result of this study is that the basic meanings of polysemous action verbs in Chinese and Thai are the same, and the differences between the extended meanings and the expressions of polysemous action verbs in Chinese and Thai are quite different, and there are also great differences in the number of meanings in the Chinese and Thai languages. Based on the results of the study, we have established the order of difficulty levels in the acquisition of common polysemous action verbs in Chinese, which is helpful for learners and teachers to predict the important difficulties in learning. According to the number of meanings of Chinese verbs and the degree of difficulty of verbs, a reasonable teaching order is made, and relevant teaching strategies are put forward.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
【参考文献】
相关期刊论文 前2条
1 卜师霞;《史记》中“看”义类单音动词的历史比较[J];北华大学学报(社会科学版);2004年02期
2 庄美芳;;汉泰语言对比研究现状及分析[J];国际汉语学报;2011年02期
本文编号：2178460
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