【作者】 刘艺；

【导师】 班弨；

【作者基本信息】 暨南大学 ， 汉语国际教育（专业学位）， 2017， 硕士

【摘要】 本文选取了两本具有代表性的对外汉语学习词典——《商务馆学汉语词典》和《当代汉语学习词典》作为研究对象,以多模态语篇分析中的图文关系理论为理论框架,从图文的逻辑语义关系和图文的衔接语义关系两个角度,对我国对外汉语学习词典中插图与词目释义的图文关系展开了研究分析。本文的分析结构主要由纵向的分析与横向的比较两个维度构成。首先,在纵向分析上,本文对两本词典插图的数量及分布、插图与词目释义的逻辑语义关系和衔接语义关系分别进行了详细的分析探讨,总结了我国对外汉语学习词典插图的发展趋势,掌握了我国对外汉语学习词典图文关系呈现出的大致面貌。研究发现,我国对外汉语学习词典中图文释义的词目主要包括名词、动词及少量的量词,不涉及形容词等其他词性;在图文关系层面,插图与词目释义主要呈现出详述类逻辑语义关系和同义类衔接语义关系。(本文第二章)接着,本文将我国对外汉语学习词典与英语学习词典的图文关系进行了横向的比较。结果显示,两类词典的图文关系分布大致相同,但是在相同关系类别下的插图设计存在差异。通过对比发现,我国对外汉语学习词典可以继续发挥增强型插图的优势,但同时也要不断完善例举型插图的设计。(本文第三章)最后,本文结合各家所长,按照不同词性的分类角度,为对外汉语学习词典插图的设计提出了相关建议。(本文第四章)总之,无论是在理论分析还是研究对象上,本研究都向前迈出了新的一步。本文吸收了最新的图文关系理论研究成果,运用多模态视域下的图文关系理论对我国对外汉语学习词典的图文关系展开多模态研究,为我国对外汉语词典插图的编纂以及多模态教材的开发建设提供了新视角,拓展了新思路。更多还原

【Abstract】 This article selects two representative Foreign-Chinese learners’ dictionaries "The Commercial Press Learner’s Dictionary Of Contemporary Chinese" and "Learner’s Dictionary Of Contemporary Chinese" as research object,using the intersemiotic complementary theory of multimodal discourse analysis as the theoretical framework,to discuss the Image-Text relation in Foreign-Chinese learners’ dictionaries from Multimodal Perspective,which involving the logical semantic relationship and the cohesion relationship of image and text.In this paper,the structure of the analysis is mainly composed of longitudinal and transverse dimensions.First of all,on the longitudinal analysis,this paper make a study of dictionaries’ illustrations configuration,the logical semantic relationship and the cohesive semantic relationship of image and text,then summarizied the development of illustrations compilation in Foreign-Chinese learners’ dictionaries lexicography,mastered the general picture of the image-text relations.The study found that,in China,the imagetext relation in Foreign-Chinese learners’ dictionaries is mainly by the composition of amplify relation in the logical semantic relationship and synonymous relation in the cohesion relationship of image and text.(chapter 2)Then,this paper make a study of the image-text relation of Foreign-Chinese learners’ dictionaries and mainstream learning dictionary in British and American by transverse comparison.According to the results,the image-text relation of two types of dictionary is roughly same,but there are differences in the category of illustration under the same relationship.By comparing the found,we conclude that learning Chinese as a foreign language dictionary in China can continue to play the advantages of enhanced illustrations,but also need to improve the design of enumerated type illustration.(chapter 3)Finally,this paper combined the advantages of both kinds of dictionaries,according to the angle of the different classification of word class,putting forward some suggestions for the lexicography in Foreign-Chinese learners’ dictionaries.(chapter 4)So,in both theoretical analysis and the research object,this study make a new step forward.This paper absorbs the latest image-text relation theory research results,by using the theory of multimodal intersemiotic complementary to study the image-text relationship in Foreign-Chinese learners’ dictionaries,aims to promote the development of the lexicography in Foreign-Chinese learners’ dictionaries,and to provide a new perspective or to develop new ideas for the construction of multimodal teaching material.更多还原