汉语国际教育用词汇义类分布研究  

On Semantic Category Distribution of Vocabularies in TCSOL

作　　者：宋贝贝[1] 

机构地区：[1]中山大学外国语学院,广东广州510275

出　　处：《语言文字应用》2017年第3期22-30,共9页Applied Linguistics

基　　金：中国博士后科学基金资助项目第59批面上资助项目"面向国际汉语教学的复合词语义透明度研究"(2016M592559)的阶段性成果

摘　　要：本文系统考察了汉语国际教育用词汇在整个义类系统中的分布概貌和分布属性。研究发现,词语在一级义类具有完全覆盖性特征,随词语级别提升,义类大体由薄变厚;词语在二至五级义类具有缺损性特征,义类数量随词语级别提升而增长,义类的大幅增长主要体现在中级水平词汇及下位义类。义类分布存在一些问题,如义类薄厚的变化和排序不符合词语习得规律等。本文还考察了义类分布的存缺性、复现性、序列性特征及存在的问题,认为在汉语二语词表研制方面,需将义类分布作为考虑要素,并尽量使之符合习得规律;在教材编写方面,需加强对义类分布属性的考虑;在课堂教学方面,需根据学习者水平分配不同义类词语的数量。This paper gives an overview of semantic category distribution of vocabularies in Teaching Chinese to Speakers of Other Languages （TCSOL）. The results show that vocabularies are fully covered in the first semantic category, which grows from thin to thick with the upgrading of the vocabulary. Vocabulary distribution is incomplete from the second to fifth semantic category. These categories grow in number with the upgrading of the vocabulary, mainly reflected in the intermediate-level vocabulary and the lower-class semantic category. Problems exist in semantic category distribution. For example, changes and sequence of the thin and thick categories do not accord with the characteristics of lexical acquisition. This paper also examines the existence, deficiency, reappearance and sequence of semantic category distribution. It argues that semantic category distribution should be taken into consideration in second language vocabulary list, and the distribution should conform to the characteristics of language acquisition. In terms of textbook compilation, the attribute of the semantic category should be noted ; in terms of classroom teaching, the number of semantic category should be distributed in teaching materials according to the level of the learners.

关 键 词：汉语国际教育 词表 义类系统 义类分布 

分 类 号：H195[语言文字—汉语]