汉语长名称词的识解及教学  

Chinese long names and L2 teaching

作　　者：刘探宙 刘阳[3] LIU Tanzhou;LIU Yang

机构地区：[1]中国社会科学院大学 [2]中国社会科学院语言研究所 [3]中国人民大学文学院

出　　处：《世界汉语教学》2025年第1期86-98,共13页Chinese Teaching in the World

基　　金：中国社会科学院首批“培远计划”;中国社会科学院“登峰优势学科项目”(编号:DF2023YS08)资助;国家社科基金项目(编号:21BYY034、23&ZD314)。

摘　　要：国际中文教育在长名称词的教学上尚有空白点,这与语言本体相关研究相对匮乏有关。本文力图直面这个匮乏,先对长词的特点做了界定,探索它们内部的构成类型,认为汉语定中式长词是多个信息项并置“堆砌粘附”在一起,在线组合生成的。传统研究只认识到定语层层缩小中心语概念的外延,这叫“逻辑左向”,但对受话方来说,其实每一个后项信息也都是在依次缩小首个定语的范围,最终聚焦到终极目标,这叫“识解右向”。“识解右向”对教学设计很有帮助。本文还例示了长词短说的认知理据和长词的教学方法。There is a gap in the teaching of long names in international Chinese language education,due to the relatively limited research on relevant aspects of the Chinese language proper.This article attempts to solve this problem.First of all,it defines the characteristics of long names,and based on extensive corpus observation,explores the internal compositional types.It is argued that Chinese long names are generated through online combination by juxtaposing and piling up information items together.Previous studies only recognize the rule of“Analyzing Logically Leftward”,which means the extension of the headword is narrowed down by its attributive components successively.However,when the addressee is concerned,each subsequent information item also helps to reduce the scope of the first attributive component before finally focusing on the rightmost one(i.e.,the headword),a rule which can be termed as“Understanding Rightward”.Of the two rules,the latter is very helpful for L2teaching design.In addition,this article also illustrates the cognitive basis and L2teaching methods for using long names in a concise manner.

关 键 词：长名称词 逻辑左向 识解右向 长词短说 二语教学 

分 类 号：H195[语言文字—汉语]