【作者】 刘航；

【导师】 张福贵；

【作者基本信息】 吉林大学 ， 汉语国际教育（专业学位）， 2013， 硕士

【摘要】 对外汉语教材作为中华文化传播的载体之一,在传播中华语言、文化的过程中起到了重要的作用。在对外汉语教学中，教材是学生学习汉语的第一手材料，而教材中的英文注释便是母语非汉语学生学习汉语词汇的主要媒介，所以，英语注释的准确与否，直接影响着学生的汉语学习效果。教材生词表的英译是一个完整教学周期的先行者，符合两种语言规律的英文注释有助于学习者在“正迁移”作用下，顺利构建中介语。本文即针对当前对外汉语教材英文注释存在的问题展开研究，以期提出合理建议，尽量减少因词汇英文注释不当对汉语学习者造成的影响。本文首先进行了现状分析，通过详细分析并对比部分有代表性的对外汉语教材，总结出了当前对外汉语教材词汇英文注释的三大类方式，即：（1）语素注释法；（2）按义项处理生词的英文注释方式；（3）对生词使用范围加注或其它各类翻译方法。通过对教材英文注释方式的分析，归纳出不同教材英文注释方式的特点，也发现了其中存在的问题。并以北京语言大学出版社出版的《汉语教程》为主要范例，通过对教材词汇表英文注释的逐一统计、研究，找出了教材中英文注释存在的问题，并将这些问题归类为（1）教材编写导致的问题；（2）词汇注释在语义方面存在的问题；（3）在语法方面存在的问题；（4）在语用方面存在的问题。为了增强文章的说服力，笔者还将部分有代表性的目标词在HSK动态作文语料库中进行了检索，找到了相关的偏误案例，结合笔者在实践中遇到的留学生常见偏误，总结出了留学生习得偏误和教材存在的英文注释问题有一定的相关性。为了提高教材英文注释质量，帮助留学生尽量减少习得偏误的发生，文章提出了相关建议，包括：纠正教材编写错误；适当注释语素、合并词条，并把握语素、字、词相结合的注释方式；增加中、英文注释法等减少或避免在语义、语法、语用方面存在的注释问题；利用各种辅助方式注释生词表；建立相关网站；转化学术界成果等方式来完善教材的英文注释。更多还原

【Abstract】 TCFL textbooks are one of the important medium to spread Chinesetraditional culture and language. In Chinese teaching classes, textbooksare first materials for foreign students. And the English explanation andtranslation of Chinese characters are the most important medium forstudents to understand Chinese character. Thus, accurate translations arevery important, and they directly affect students’ Chinese understanding.Glossary teaching is the first step of Chinese teaching. Proper languagetranslations will promote student to transfer mother language and targetlanguage positively, and build one’s own Chinese interlanguage. Thereforeteachers, students and translators need to pay more attention to it. Thearticle is about the problem in translation of TCFL textbooks. We hopethat we can solve the problem and reduce the negative influence of it.At the beginning, we analysis currently represent TCFL textbooks. it is easy to find that now we have three main ways to translate the words:(1)marking morphemes;(2) meaning items;(3) adding explanations andother ways. The writer analyzes translations in current TCFL textbooks,and finds out many problems inside. We take Chinese course as a majorexample. And we conclude the problems into four parts:(1) editingproblems;(2) meaning items problems;(3) grammar problems;(4)practical problems. Then, the writer compares the errors with that in HSKcorpus of Beijing Language and Culture University and that the foreignstudents made. It comes to a conclusion that the errors have somerelationship with the textbooks mistake errors. Therefore, we need to paymore attention to TCFL textbooks glossaries translation. At last the writercomes up with some feasible proposals on translations and explanations inthe TCFL textbooks. The proposals are including avoiding spelling,typesetting and part of speech mistakes; marking morphemes properly;adding Chinese or English explanation; setting up relevant websites; usingresearch results. The writer hopes that using all these proposals to improve the quality of TCFL English translation.更多还原