基于汉语国际教育的多义形容词语义距离研究
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摘要
基于《现代汉语分类词典》的义类体系,对《汉语国际教育用音节汉字词汇等级划分》中多义形容词的数量分布和义项间语义距离进行研究。统计发现,初级阶段多义形容词学习存在任务量和汉语水平相悖的问题;多义形容词义项间语义距离的范围为0-5级,义项间存在跨义类、同义类和同义、近义三种关系。据此,在汉语国际教育中可以运用语义距离促进多义词教学。
Based on A Thesaurus of Modern Chinese,this paper studies the number distribution and semantic distance between polysemous adjectives in The Graded Chinese Syllables,Characters and Words applicable to Chinese Teaching to the Speakers of other languages.It is found that there exists a contradiction between the task quantity and the Chinese level in the learning of polysemous adjectives at the primary stage.The range of semantic distance is level 0-5,and there are three relationships among the meanings,namely,cross sense class,synonymous class and synonymy.On the basis of this,three suggestions on the use of semantic distance to promote the teaching of polysemous words in Chinese international education are put forward.
Based on A Thesaurus of Modern Chinese,this paper studies the number distribution and semantic distance between polysemous adjectives in The Graded Chinese Syllables,Characters and Words applicable to Chinese Teaching to the Speakers of other languages.It is found that there exists a contradiction between the task quantity and the Chinese level in the learning of polysemous adjectives at the primary stage.The range of semantic distance is level 0-5,and there are three relationships among the meanings,namely,cross sense class,synonymous class and synonymy.On the basis of this,three suggestions on the use of semantic distance to promote the teaching of polysemous words in Chinese international education are put forward.
引文
[1]张江丽,孟德宏,刘卫红.汉语第二语言学习者单音多义词习得深度研究---以动词“打”为例[J].语言文字应用,2011,(1):120.
[2]张江丽.提供核心义对汉语第二语言学习者多义词词义猜测的影响[J].语言文字应用,2013,(4):134.
[3]王雪.语境在对外汉语多义词教学中的运用[D].哈尔滨:黑龙江大学,2016.
[4]国家汉办,教育部社科司《汉语国际教育用音节汉字词汇等级划分》课题组.汉语国际教育用音节汉字词汇等级划分(国家标准·应用解读本)[M].北京:北京语言大学出版社,2010.
[5]崔奉春.如何教好多义词[J].汉语学习,1981,(6):41-46.
[6]张云秋,周建设,符晶.早期汉语儿童多义词的习得策略---一个北京话儿童的个案研究[J].中国语文,2010,(1):41.
[7]杨家奇,哈斯.基于WordNet的语义相似度算法研究[J].内蒙古师范大学学报(哲学社会科学版),2016,(4):77.
[8]苏新春.现代汉语分类词典[Z].北京:商务印书馆,2013.
[9]中国社会科学院语言研究所词典编辑室.现代汉语词典(第7版)[Z].北京:商务印书馆,2016.
[10]李安.多义词义项的语义关系及其对词义消歧的影响[J].语言文字应用,2014,(1):32-33.
[11]王政红.略论现代汉语多义词的语义体系[J].苏州大学学报(哲学社会科学版),1989,(2):137.
[12]张莉.现代汉语多义词新探[D].济南:山东大学,2005.
[2]张江丽.提供核心义对汉语第二语言学习者多义词词义猜测的影响[J].语言文字应用,2013,(4):134.
[3]王雪.语境在对外汉语多义词教学中的运用[D].哈尔滨:黑龙江大学,2016.
[4]国家汉办,教育部社科司《汉语国际教育用音节汉字词汇等级划分》课题组.汉语国际教育用音节汉字词汇等级划分(国家标准·应用解读本)[M].北京:北京语言大学出版社,2010.
[5]崔奉春.如何教好多义词[J].汉语学习,1981,(6):41-46.
[6]张云秋,周建设,符晶.早期汉语儿童多义词的习得策略---一个北京话儿童的个案研究[J].中国语文,2010,(1):41.
[7]杨家奇,哈斯.基于WordNet的语义相似度算法研究[J].内蒙古师范大学学报(哲学社会科学版),2016,(4):77.
[8]苏新春.现代汉语分类词典[Z].北京:商务印书馆,2013.
[9]中国社会科学院语言研究所词典编辑室.现代汉语词典(第7版)[Z].北京:商务印书馆,2016.
[10]李安.多义词义项的语义关系及其对词义消歧的影响[J].语言文字应用,2014,(1):32-33.
[11]王政红.略论现代汉语多义词的语义体系[J].苏州大学学报(哲学社会科学版),1989,(2):137.
[12]张莉.现代汉语多义词新探[D].济南:山东大学,2005.