《发展汉语》和《汉语教程》量词编排对比研究

发布时间：2018-03-16 04:22

本文选题：《发展汉语》　切入点：《汉语教程》　出处：《河北大学》2017年硕士论文　论文类型：学位论文

【摘要】：量词是现代汉语中的一种特殊词汇,不仅是汉语语法学界研究的重要问题,而且还是对外汉语教学中的重点和难点。本文在量词本体研究、对外汉语教材研究和对外汉语教学研究的基础上,从教材编写的角度,对如何解决量词的对外汉语教学问题进行初步探讨。本文以《汉语水平词汇与汉字等级大纲》为参考标准,对《发展汉语》和《汉语教程》中的量词,从量词收词范围、等级排列、释义和练习四部分进行比较研究。总结出两部教材中量词编写的经验,并找出存在的问题,为对外汉语教材量词的选取和编写提供帮助。本文共分为五部分。第一部分介绍选题的缘由与意义、研究对象、研究方法和研究现状。第二部分对比《发展汉语》和《汉语教程》中量词的收词范围。从量词总量上看,两部教材差距不大:《发展汉语》总量80个,《汉语教程》总量77个。第三部分对比《发展汉语》和《汉语教程》中量词的等级排列。从量词等级分布上看,两部教材都以甲级量词和乙级量词为主,基本符合《汉语水平词汇与汉字等级大纲》的要求。《汉语教程》第一册多收录甲级量词,第二册的量词主要分配在甲级和乙级,第三册,在甲级量词和乙级量词为主的情况下适当增加了丙级量词数量,难度适宜。而《发展汉语》初级对乙级量词和丙级量词收录比重过大,中级中收录的乙级量词和丙级量词所占比重过大,高级教材所收录的量词都是丙级量词、丁级量词、超纲量词,学生接受度较低,难度过大。第四部分对比《发展汉语》和《汉语教程》中量词的释义问题。从量词注释上看,两部教材中量词的英语注释都出现了一些翻译不全面甚至错误的情况,因此增加英文注释的准确性尤为重要。第五部分对比《发展汉语》和《汉语教程》中量词的练习。从量词练习上看,两部教材整体上都较为合理,题型丰富,形式多样,可接受度强,对学习者有较大的吸引力。
[Abstract]:Quantifier is a kind of special vocabulary in modern Chinese, which is not only an important problem in the study of Chinese grammar, but also an important and difficult point in teaching Chinese as a foreign language. On the basis of the study of teaching materials for Chinese as a foreign language and teaching Chinese as a foreign language, from the angle of compiling textbooks, This paper discusses how to solve the problem of classifier teaching as a foreign language. Taking the outline of Chinese level Vocabulary and Chinese characters as the reference standard, this paper takes the quantifiers in the developing Chinese language and the Chinese course as the reference standard, and receives the words from the classifiers. Compare the four parts of rank arrangement, interpretation and practice. Summarize the experience of classifier writing in the two textbooks, and find out the existing problems. This paper is divided into five parts. The first part introduces the reason and significance of the topic, the object of study, Research methods and present situation. The second part contrasts the scope of quantifiers in developing Chinese and Chinese tutorials. From the perspective of the total quantity of quantifiers, The difference between the two textbooks is not big: the total number of "developing Chinese" is 80, the total of "Chinese course" is 77. The third part compares the rank arrangement of quantifiers in "developing Chinese" and "Chinese course". The two textbooks are mainly classified word A and classifier B, which basically meet the requirements of the outline of Chinese level Vocabulary and Chinese characters. Volume 1 of the Chinese course contains many classifiers of Grade A, and the quantifiers in Book two are mainly distributed in Grade A and Grade B. Volume 3, the number of classifiers C is increased appropriately and the difficulty is suitable under the condition that classifier A and quantifier B are the main ones. However, the proportion of classifier B and quantifier C is too large at the primary level of "developing Chinese". The proportion of classifier B and grade C included in the intermediate middle school is too large, and the classifiers included in advanced textbooks are all classifiers of class C, grade D and super dimensionality, and the acceptance of students is relatively low. From the perspective of classifier annotation, the English annotation of quantifier in both textbooks has some incomplete or even wrong translation. Therefore, it is particularly important to increase the accuracy of English annotation. Part 5th compares the exercises of classifiers in "Development Chinese" and "Chinese course". From the perspective of classifier exercises, the two textbooks are more reasonable, with rich inscriptions and various forms, as a whole. The degree of acceptability is strong, and it is attractive to learners.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.4

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