对外汉语中形声字形旁表义与教学研究

发布时间：2019-02-09 19:14

【摘要】：在《现代汉语通用字表》中,形声字的比重在80%左右。在对外汉语汉字教学中,形声字教学也是占比重最大的一部分。因此形声字无论是对于学习汉语的外国学生,还是对于从事对外汉语教学的老师,都是需要重点攻破的对象。随着对外汉语教学事业蓬勃发展,形声字及其教学在对外汉语汉字教学中也显得越来越重要。《新汉语水平考试大纲HSK》共分一级、二级、三级、四级、五级、六级六个等级。其词汇表共收有9750个词,对其统计与分析,共得出2613个汉字,其中形声字1833个。对这些形声字形旁的表义情况进行分析,经过分类、统计,得出形旁直接表义的形声字956个,形旁间接表义的形声字623个,形旁表义不明的形声字254个。通过北京语言大学的HSK动态作文语料库,针对留学生在形声字形旁习得情况进行偏误分析,找到留学生对于形声字学习的偏误类型主要有形旁书写错误,形旁替换、形旁缺失和形旁位置错误四种,这四种偏误类型的表现形式和形成原因各不相同。在以留学生为调查对象,进行形声字形旁认知程度的统计和分析中,发现低年级留学生对形声字形旁的认知程度最低,基本不了解形旁与汉字意义的关系;中年级留学生对形声字形旁的认知程度较低,了解少部分形旁与汉字意义的关系;高年级留学生对形声字形旁的认知程度相对较高,但依然对许多的形旁意义不了解。对《大纲》形声字表义情况分析以及留学生形声字习得偏误类型分析,对对外汉语形声字教学具有一定的启示和指导作用,那就是对形旁表义不同类型的形声字以及不同学段留学生学习汉语形声字的教学要采取不同的教学方法和教学形式:对形旁直接表义的形声字建议采取同类列举、寓教于练的教学方法;对形旁间接表义的形声字建议采取细致讲解、不断练习的教学方法;对形旁表义不明的形声字建议采取有针对性地教学方法。对低年级的留学生采取以了解为主、增强趣味性的教学;对中年级的留学生采取结合语境、剖析字形的方法进行生动性课堂教学;对高年级的留学生采取系统性、自主学习的方式进行教学。
[Abstract]:The proportion of pictophonetic characters in Modern Chinese is about 80%. In the teaching of Chinese characters as a foreign language, the teaching of phonetic characters also accounts for the largest proportion. Therefore, phonetic characters, whether for foreign students learning Chinese, or teachers engaged in teaching Chinese as a foreign language, are the objects that need to be broken down. With the vigorous development of teaching Chinese as a foreign language, the teaching of pictophonetic characters and its teaching has become more and more important in the teaching of Chinese characters as a foreign language. < New Chinese level Test outline HSK > is divided into six levels: one, two, three, four, five and six levels. The glossary contains 9750 words, and its statistics and analysis show that there are 2613 Chinese characters, of which 1833 are phonetic. Based on the analysis of the meaning of these phonetic characters, through the classification and statistics, it is concluded that there are 956 pictophonetic characters with direct meaning, 623 phonetic characters with indirect meanings and 254 phonetic characters with unclear meaning. Based on the HSK dynamic composition corpus of Beijing language and language University, this paper analyzes the errors of foreign students in the acquisition of phonetic characters, and finds out that the main types of errors in the study of phonetic characters by foreign students are form-side writing errors and shape-side substitutions. There are four kinds of side-shape deletion and side-position errors, which are different in their forms and causes. In the statistical analysis of the cognitive degree of the students, it is found that the students in the lower grade have the lowest level of cognition of the phonograph side, and basically do not understand the relationship between the shape side and the meaning of Chinese characters. The students in middle grade have lower cognitive level of phonetic side and understand the relationship between a few and Chinese characters, while senior students have a relatively high level of cognition of phonetic side, but still have no understanding of many paraphoric meanings. The analysis of the meaning of pictophonetic characters and the analysis of the types of errors in the acquisition of phonetic characters by foreign students have a certain enlightening and instructive effect on the teaching of pictophonetic characters in Chinese as a foreign language. That is to say, different teaching methods and teaching forms should be adopted in the teaching of different types of pictophonetic characters and foreign students with different learning paragraphs: similar enumerations should be adopted for pictophonetic characters that directly express their meanings next to the shapes. The teaching method which combines teaching with practice; The teaching method of meticulous explanation and continuous practice should be taken for the pictophonetic characters with indirect meaning on the side of the form, and the teaching method for those with unclear meaning on the side of the form should be adopted. To the international students in the lower grade, we should take the understanding as the main way to enhance the interesting teaching, and take the method of combining the context to analyze the glyph to carry on the lively classroom teaching to the foreign students of the middle grade. To the senior international students to take a systematic, independent learning approach to teaching.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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