对外汉语教材中近义词语辨析的考察

发布时间：2018-05-31 19:50

本文选题：对外汉语教材 + 近义词语辨析　；参考：《南京大学》2015年硕士论文

【摘要】：近义词语辨析是任何语言词汇教学中都必不可少的一块内容,而教材作为课堂教学的重要纸质蓝本则需要将这块内容向教与学双方都明确地展示出来。本文的研究对象实际上就是对外汉语教材关于近义词语辨析板块的一切展示,包括其展示的形式、方法与内容,所有研究考察在定量与定性两个大框架下进行。在定量研究中,首先发现目前两大主要出版社所出版的面向综合课的对外汉语教材中专门设计近义词语辨析板块的教材比重偏少,这与对汉语中近义词语辨析的研究力度及近义词语在对外汉语教学中的重要地位不符,也说明进行相关领域研究、推动近义词语辨析板块在教材中的落实与发展是非常有必要的。而通过对从设有该板块的教材中挑选出的几套有代表性教材的数据统计与分析发现,它们相对大型对外汉语近义词语辨析词典的辨析比普遍较低,这说明近义词语辨析板块与词汇释义之间存在数量上的不匹配现象,前者在总量上仍有进一步提升的空间。而不同词性的近义词语辨析比例相对都比较合理则说明目前的教材对近义词语的选择面比较开阔、比较接近于实际使用情况。几套教材中相同语素近义词语的大比重则启示我们开展辨析工作时要利用好语素分析的方法。此外,每套教材中超半数非本阶段词汇等级的词汇也以数据证实了近义词语辨析在词汇教学上承上启下的衔接功能,进一步明确了设置并扩大该板块的合理性。在定性研究中,本文从辨析方法、用例和配套练习三个方面进行考察。辨析方法又从辨析角度、辨析语言与形式、释义方法三个方面去分析,其中高级阶段教材辨析角度普遍比较细致全面,而初中级则以抓主干为主,这也与各阶段学习者实际需求与接受能力相适应,主要的不足则有部分教材主要角度缺失、某些角度难以直观感知等。在辨析语言与形式上,多数语言简洁易懂,与本阶段学生汉语水平相符,一些初级教材对辨析形式的灵活选用则非常值得推广,但一些中高级教材中存在过难、过繁的问题,有悖于实用原则;而各册教材的近义词语释义方法多能依词而变,不拘泥于传统汉语本体研究,存在不不足主要是部分释义表达与词性不符、一些释义因直接套用母语者词典解释而缺乏针对性,等等。在释义方法上,词典法、近/反义词法、语素分析法、语境法等都是这几套教材中经常采用的方法,其编排绝大多是适用且合理的。在用例的安排上,所有教材都意识到例句对近义词语辨析的重要作用,作了相关安排;但部分存在数量少、对比不明确、准确性有瑕疵等问题。而配套练习一块,一些教材完全没有随书设计,另一些教材则额外附带了独立的练习册,除了数量偏少的普遍问题外,还有题型单一、枯燥的现象。根据定量与定性两个大视角的综合考察分析,我们从教材编写与教学实施两方面针对对外汉语教材中的近义词语辨析板块设置提出以下一些建议:(1)综合课教材及部分口语课教材中应当设置近义词语辨析板块,多数已有的还应作适当扩容;(2)每册教材近义词语辨析比应向20%这个比例靠近;(3)选析的近义词语不同词性比重与词汇等级比重应该合理;(4)辨析方法应适宜且多样:角度合理,语言平实,形式灵活;(5)例句与配套练习应足量且有针对性;(6)整套教材前后梯度合理、衔接连贯;(7)充分吸收本体研究成果;(8)基于教材辨析内容结合课堂实际情况随机应变,采用多种形式的口头辨析教学与练习巩固。
[Abstract]:The discrimination of near meaning words is an essential part of the teaching of any language vocabulary, and the important paper book, as the important paper book, needs to be clearly displayed to both teachers and students. The object of this study is in fact all the display of the teaching materials of Chinese as a foreign language. In the quantitative and qualitative two major frameworks, the form, the method and the content of the study are carried out. In the quantitative study, it is found that the proportion of the textbooks specially designed for the discrimination and analysis of the near meaning words in the foreign Chinese textbooks published by the two major publishing houses is less than that of the synonyms in Chinese. The importance of the analysis and the important position of the near meaning words in the teaching of Chinese as a foreign language are not consistent. It also shows that it is necessary to carry out the research in the related fields and promote the implementation and development of the synonymous words and expressions in the teaching materials. It is found that the discriminative dictionaries of the relative large Chinese words and expressions are relatively low, which shows that there is a number of mismatches between the discrimination and the lexical interpretation of the near meaning words, and the former is still further promoted in the total amount. The previous textbooks are relatively open to the choice of synonyms and close to the actual use. The large proportion of the same morpheme synonyms in a few sets of textbooks enlightens us that we should use good morpheme analysis in the discrimination and analysis. In addition, more than half of the vocabulary in each set of textbooks also confirm the near sense with data. In the qualitative study, this article examines the three aspects of the qualitative research, namely, the discrimination method, the use case and the supporting practice. The analysis and analysis methods are also analyzed from the angle of discrimination and analysis of language and form and the method of interpretation, which is advanced in three aspects. The differentiation and analysis angle of the stage teaching materials is generally more detailed and comprehensive, while the primary and middle level is mainly to grasp the main trunk, which is also adapted to the actual needs and acceptance abilities of the learners at various stages. The main deficiencies are the lack of some main points of teaching materials and the difficulty of intuitionistic perception in some angles. The students' Chinese level is consistent, and the flexible selection of the discriminative forms in some primary teaching materials is worth popularizing. However, there are some difficulties in the middle and advanced teaching materials, which are contrary to the practical principles. The paraphrase expression is not consistent with the part of speech. Some interpretations are directly applied to the native speaker's dictionary interpretation and lack of pertinence. In the interpretation method, the dictionary method, the near / antonym method, the morpheme analysis method, the context method and so on are all the methods used frequently in these sets of textbooks. The most of them are suitable and reasonable. In the arrangement of use cases, all the teaching materials are arranged. All of them have been aware of the important role of examples in the discrimination and analysis of near meaning words, but there are some problems, such as small numbers, unclear comparison, and defects in accuracy. According to the comprehensive investigation and analysis of the two large angles of quantitative and qualitative analysis, we put forward the following suggestions from the two aspects of the compilation and implementation of teaching materials and the implementation of teaching materials. (1) the analysis and analysis of the near meaning words should be set up in the comprehensive teaching materials and some of the oral teaching materials. Most of the existing ones should be appropriately expanded; (2) the ratio of the words and expressions in each book is close to the proportion of 20%. (3) the proportion of different words and words should be reasonable, and (4) the method of discrimination should be suitable and varied: the angle is reasonable, the language is flat, and the form is flexible; (5) the examples and matching exercises should be full and pertinent; (6) the whole set of teaching materials have a reasonable gradient and coherence, and (7) fully absorb the research results of the ontology; (8) based on the teaching material and the actual situation in the classroom, the teaching and practice are consolidated in many forms.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195.4

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