【作者】 刘涛；

【导师】 刘富华；

【作者基本信息】 吉林大学 ， 语言学及应用语言学， 2019， 博士

【摘要】 学术界对于汉语词汇的理据性已经有所共识,但是汉语词汇理据哪些可以为教学所用,特别是针对非汉字圈零起点的外国留学生,却是鲜有研究。本文以教学是否有效为评判标准,以《新HSK四级词汇大纲》中词汇为研究范围,接受中国政府奖学金来华留学本科生预科教育的非汉字圈零起点的外国预科生为研究对象,利用文献、数据统计、问卷调查等方法,全面梳理汉语词汇理据的类别。根据教学应用情况,认为对外汉语教学中汉语词汇理据是有利于预科生理解和识记汉语词汇的理由和根据,全面分析《新HSK四级词汇大纲》中的理据因素。以词汇课的形式,在非汉字圈零起点的外国预科生中进行教学实践,并以实践数据证明汉语词汇理据在教学中是否行之有效。全文共包括六章:第一章,梳理相关文献,对语言理据、词汇理据、词汇理据类别、对外汉语词汇教学等相关学术研究成果进行了整理与归纳,指明本文的研究范围、对象、方法和意义。第二章,在文献综述的基础上,结合我们要研究的对象与范围,确定汉语词汇理据的定义与范畴;认为汉语词汇理据是汉语作为第二语言教学中,方便学习、记忆汉语词汇的根据或理由,并将汉语词汇理据分为文字理据和语义理据。第三章,从汉语词汇文字理据出发,对《新HSK四级词汇大纲》进行了全面的分析,结合用汉字来记录汉语的特点,分析1200个词汇的文字理据因素。第四章,从汉语词汇语义理据出发,对《新HSK四级词汇大纲》的1200个词汇的语义理据进行分析。第五章,结合具体教学实践,详细阐述汉语词汇理据在非汉字圈零起点外国预科生范围中的实践过程。努力做到具体教学结合调查问卷、随堂检测,揭示词汇理据应用数据。第六章,总结前面研究结果,并从词汇、汉语成绩与预科结业统一考试成绩相关性以及预科生词汇学习观念变化的角度,证明我们提出的词汇理据的应用是有效的。总之,本文希望在真实的教学实践中,将汉语词汇教学置于高效教学模式之下,打破“词本位”教学模式,充分利用汉语词汇理据,为非汉字圈零起点外国预科生词汇教学开辟出一条全新的道路。希望为来华留学预科教育以及汉语国际传播尽些绵薄之力!更多还原

【Abstract】 The academic community has already agreed on the rationale of Chinese vocabulary,but what can be used for teaching in Chinese vocabulary,especially for foreign students who are not starting from the Chinese character circle,but there is little research.This paper takes the teaching effectiveness as the criterion,and takes the vocabulary in the New HSK Level 4 Vocabulary Outline as the research scope,and accepts the Chinese government scholarship to study in the non-Chinese character circle of the undergraduate preparatory education for overseas students,using data statistics,questionnaires and other methods to comprehensively sort out the categories of Chinese vocabulary.According to the application of teaching,it is believed that the Chinese vocabulary in the teaching of Chinese as a foreign language is a good reason and basis for foreign students to understand and memorize Chinese vocabulary,and comprehensively analyze the rationale in the New HSK Level 4 Vocabulary Outline.In the form of vocabulary lessons,teaching practice is carried out among foreign students who are not at the starting point of the Chinese character circle,and the practical data proves whether the Chinese lexical arguments are effective in teaching.The full text includes six chapters:The first chapter sorts out relevant literatures,sorts out and summarizes the relevant academic research results such as linguistic evidence,lexical arguments,lexical arguments,and vocabulary teaching of Chinese as a foreign language,and points out the scope,objects,methods and significance of this paper.In the second chapter,based on the literature review,combined with the object and scope of our research,to define the definition and category of Chinese lexical evidence are determined.It is believed that the Chinese lexical argument is the basis for Chinese to learn and memorize Chinese vocabulary.Or reason,and the Chinese lexical arguments are divided into literal arguments and semantic arguments.In the third chapter,analyze the New HSK Level 4 Vocabulary Outline based on the rationale of Chinese vocabulary.Combine Chinese characters to record the characteristics of Chinese.Analyze the textual reasoning factors of 1200 words.The fourth chapter analyzes the semantic rationale of the 1200 vocabulary of the New HSK Level 4 Vocabulary Outline from the semantics of Chinese vocabulary.The fifth chapter,elaborates on the practical process of the Chinese lexical arguments in the range of non-Chinese character circle students combined with the specific teaching practice.Efforts to achieve specific teaching combined with questionnaires,random test,reveal vocabulary evidence of practical data.The sixth chapter summarizes the results of the previous research,and proves that the application of the lexical arguments we proposed is effective from the perspectives of the vocabulary,the scores of Chinese exams and the results of the unified test results of pre-university and the change of vocabulary learning concepts of foreign students.In short,we hope that the teaching application data in real teaching practice will put Chinese vocabulary teaching under the effective teaching mode,break the "word-based" teaching mode,make full use of the Chinese vocabulary.Teaching has opened up a whole new path for foreign student vocabulary from the non-Chinese character circle.I hope to do some hard work for the pre-university education in China and the international communication of Chinese!更多还原