模因论视角下的汉语词缀研究与对外汉语词汇教学设计

发布时间：2018-07-13 18:53

【摘要】：在对外汉语教学中，词汇教学是贯穿始终的一项重要内容，因为词汇在学习者的日常交际中起着不可替代的作用。有人认为汉语是孤立语，不用词语的屈折变化或黏着方式来表达语法关系，学习者很难通过词语的形式看出词性、推测词义，留学生在学习汉语词汇时常常只能逐个记忆。但同时我们应该看到：汉语存在一定量的词缀和类词缀，具有同一词缀或类词缀的词群大多具有相似的词性和词义归属。学习者若能掌握一定量的词缀、类词缀，把握其含义和构词方法，必将有益于汉语词汇的学习。鉴于此，我们认为有必要正视有词缀、类词缀的词群从而进行词汇教学设计，引导学生掌握一定的词缀和类词缀，学会举一反三。模因论为我们研究此类词汇教学提供了一个较为新颖的视角以寻找词汇教学的突破口。论文正文分为四个部分。第一部分引言：介绍本文研究的缘起，阐述本文研究的思路和方法等。第二部分进行关于词缀和模因理论的研究综述，总结前人的研究成果。第三部分：首先对发展汉语系列教材《中级汉语》中的词缀进行统计和分析，发现生词中存在着大量词缀，但教材中仅将其中一小部分列为词缀进行语言点讲解；其次，尝试将词缀置于模因理论视角下进行研究，即将词缀看做一个个的模因进行探讨，并提出相应的词汇教学建议；最后，笔者选出了三组具有代表性的词缀，以这三组词缀为例进行了以词缀为重点的词汇教学设计，供今后的研究者和对外汉语教师参考，，希望能切实地提高对外汉语词汇教学的效率。最后一部分是文章结语。本文主要贡献之一体现在附录部分。笔者以穷尽式的方式总结出汉语所有的词缀，形成词缀总表。该表将词缀分为传统词缀和新兴类词缀，新兴类词缀之后附有笔者归纳的类词缀。这点前人研究并未提及，因而笔者将这部分词缀含义一一进行解释说明，并附有所组词汇示例。
[Abstract]:Vocabulary teaching is an important content in teaching Chinese as a foreign language, because vocabulary plays an irreplaceable role in learners' daily communication. Some people think that Chinese is an isolated language, which does not use the inflection or adhesion of words to express grammatical relations. It is very difficult for learners to find out the part of speech through the form of words, and to speculate on the meaning of words. Foreign students often can only remember one by one when they learn Chinese vocabulary. But at the same time we should see that there are a certain number of affixes and similar affixes in Chinese and most of the word groups with the same affix or similar affix have similar parts of speech and semantic attribution. If learners can master a certain amount of affixes and affixes, grasp their meanings and word-formation methods, they will benefit the study of Chinese vocabulary. In view of this, we think it is necessary to face up to the word groups of affixes and affixes so as to design vocabulary teaching, guide students to master certain affixes and affixes, and learn to draw inferences from one another. Memetics provides us with a novel perspective to find a breakthrough in vocabulary teaching. The text of the paper is divided into four parts. The first part introduces the origin of this study, and expounds the ideas and methods of this study. The second part summarizes the theory of affix and meme. The third part: firstly, the author makes statistics and analysis on the affixes in the developing Chinese textbook "Intermediate Chinese", and finds that there are a large number of affixes in the new words, but only a few of them are listed as affixes to explain the language points in the textbooks. This paper tries to study affixes from the perspective of meme theory, that is to say, affixes are regarded as memes one by one, and puts forward corresponding vocabulary teaching suggestions. Finally, the author selects three groups of representative affixes. Taking the three groups of affixes as an example, this paper makes a vocabulary teaching design focusing on affixes, which can be used as a reference for researchers and teachers of Chinese as a foreign language in the future, hoping to improve the efficiency of vocabulary teaching as a foreign language. The last part is the conclusion of the article. One of the main contributions of this paper is reflected in the appendix. The author sums up all the affixes in Chinese and forms a summary table of affixes. Affixes are divided into traditional affixes and emerging affixes. This is not mentioned in previous studies, so the author explains the meanings of affixes one by one and gives some examples.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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