《汉语水平词汇等级大纲》甲级词汇词性标注研究
|
摘要
《汉语水平词汇与汉字等级大纲》定位为“规范性的水平大纲”。是对外汉语教学,教材编写,水平考试的重要标准和依据。其中甲级词汇是学习汉语的基础。同时,词类划分是语法研究的起点。汉语词类划分是汉语语法研究和学习的重点,同时也是一个难点。理解掌握《大纲》甲级词汇词性对汉语学习者有重要意义。
本文以《汉语水平词汇与汉字等级大纲》甲级词汇1033个语言单位为研究对象。以词的主要分布和语法功能为划分依据,总结《大纲》词类体系,总结其判断标准,同时参考词类范畴与家族相似性理论,通过比较总结、例举分析、语义指向和层次分析等方法在共时层面上对《大纲》甲级词汇词性标注问题进行了全面的研究。同时对《大纲》甲级词汇的同音词兼类词进行了总结并就其中包含的词性标注进行了分析。
在兼类词和同音词问题上,本文主要成果包括:共得出同级同音词22组、跨级同音词14组。同级兼类词125个、跨级兼类词12个。对三组本应是兼类词但归为同音词的词进行了分析与更正。对动名兼类问题进行了分析,得出12个应直接划为动词而非动名兼类的词。
在词性标注问题上,本文得出《大纲》甲级词汇有12组14个词性误标。有6组6个兼类词词性误标。有26个词性标注不完整的地方。对于误标及兼类词的误标进行了更正。对标注不完整的地方进行了补充。
The Outline of the Graded Vocabulary for HSK is considered as the normative standard outline. It is a very important principle and according for teaching foreigners Chinese as the second language, compiling textbooks and proficiency tests. Vocabulary Class A is the basic of learning Chinese. As we all know, lexicon division is the beginning of studying Grammar. Marking of part of speech of Chinese is the important and difficult point. So understanding and mastering marking of part of speech of Class A in the outline has a significant meaning for learners.
Class A of the outline has 1033 linguistic units which we looks as the objects in our researching. We use words main distribution and grammatical function as according. Summarized the outline of parts of speech system and judging principles, referenced with family resemblance theory of category at the same time, through comparing the summary, affirming analysis, semantic direction and hierarchical analysis, etc the paper comprehensive research the Marking of Part of Speech Based on Class A in the outline in the synchronic level. Summarize homophone words and multi-category words.
On homophone words and multi-category words, we find at the same level of homophone words 22 group, that homophone words 14 groups across the level, the multi-category words 125 in same level, 12 multi-category words across grade. This should be on three groups of multi-category words but to homophone words for the analysis and correction. Analysis noun and verb multi-category words and get 12 groups word should be verbs only.
In part-of-speech tagging problems, the article concludes the outline of a vocabulary have 12 group of 14 part-of-speech mistakenly label. Have 6 groups of six multi-category words part-of-speech mistakenly label. There are 26 part-of-speech tagging incomplete places. Corrected mistakenly logo and of multi-category words and mark incomplete place to the added.
本文以《汉语水平词汇与汉字等级大纲》甲级词汇1033个语言单位为研究对象。以词的主要分布和语法功能为划分依据,总结《大纲》词类体系,总结其判断标准,同时参考词类范畴与家族相似性理论,通过比较总结、例举分析、语义指向和层次分析等方法在共时层面上对《大纲》甲级词汇词性标注问题进行了全面的研究。同时对《大纲》甲级词汇的同音词兼类词进行了总结并就其中包含的词性标注进行了分析。
在兼类词和同音词问题上,本文主要成果包括:共得出同级同音词22组、跨级同音词14组。同级兼类词125个、跨级兼类词12个。对三组本应是兼类词但归为同音词的词进行了分析与更正。对动名兼类问题进行了分析,得出12个应直接划为动词而非动名兼类的词。
在词性标注问题上,本文得出《大纲》甲级词汇有12组14个词性误标。有6组6个兼类词词性误标。有26个词性标注不完整的地方。对于误标及兼类词的误标进行了更正。对标注不完整的地方进行了补充。
The Outline of the Graded Vocabulary for HSK is considered as the normative standard outline. It is a very important principle and according for teaching foreigners Chinese as the second language, compiling textbooks and proficiency tests. Vocabulary Class A is the basic of learning Chinese. As we all know, lexicon division is the beginning of studying Grammar. Marking of part of speech of Chinese is the important and difficult point. So understanding and mastering marking of part of speech of Class A in the outline has a significant meaning for learners.
Class A of the outline has 1033 linguistic units which we looks as the objects in our researching. We use words main distribution and grammatical function as according. Summarized the outline of parts of speech system and judging principles, referenced with family resemblance theory of category at the same time, through comparing the summary, affirming analysis, semantic direction and hierarchical analysis, etc the paper comprehensive research the Marking of Part of Speech Based on Class A in the outline in the synchronic level. Summarize homophone words and multi-category words.
On homophone words and multi-category words, we find at the same level of homophone words 22 group, that homophone words 14 groups across the level, the multi-category words 125 in same level, 12 multi-category words across grade. This should be on three groups of multi-category words but to homophone words for the analysis and correction. Analysis noun and verb multi-category words and get 12 groups word should be verbs only.
In part-of-speech tagging problems, the article concludes the outline of a vocabulary have 12 group of 14 part-of-speech mistakenly label. Have 6 groups of six multi-category words part-of-speech mistakenly label. There are 26 part-of-speech tagging incomplete places. Corrected mistakenly logo and of multi-category words and mark incomplete place to the added.
引文
1国家汉语水平考试委员会办公室考试中心.汉语水平词汇与汉字等级大纲[M].北京:经济科学出版社,2001,前言。
1袁毓林.词类范畴的家族相似性[J].中国社会科学,1995(1),第154页。
1陆俭明.现代汉语语法研究教程(第三版)[M].北京:北京大学出版社,2005,第28页。
1郭锐.现代汉语词类研究[M].北京:商务印书馆,2002,第84页。
1国家汉语水平考试委员会办公室考试中心.汉语水平词汇与汉字等级大纲[M].北京:经济科学出版社,2001,前言。
1中国社会科学院语言研究所词典编辑室.现代汉语词典第5版[M].北京:商务印书馆,2005,第717页。
[1]伏学凤.《汉语水平词汇与汉字等级大纲》问题研究综述[J].乌鲁木齐成人教育学院学报,2008.
[2]姜德梧.关于《汉语水平词汇与汉字等级大纲》的思考[J].世界汉语教学,2004(1).
[3]李红印.对外汉语学习词典如何标注词性[J].中国辞书学文集.1998.
[4]李晓琪.《HSK词汇等级大纲》中形容词和副词的词类标注问题[J].汉语学习,1997,(4)
[5]李英.关于《汉语水平词汇与汉字等级大纲》的几个问题[J].中山大学学报论丛,1997,(4).
[6]林焘.现代汉语轻音和句法结构的关系[J].中国语文,1962,(7)
[7]刘芳.《汉语词汇与汉字等级大纲》形容词体系研究[D].华中科技大学,2004.
[8]孙德金.《HSK词汇等级大纲》问题浅见[J].语第四届国际汉语教学讨论会论文选,1993.
[9]欧阳晓芳.《汉语词汇与汉字等级大纲》动词体系研究[D].华中科技大学,2005.
[10]颜迈.词类划分标准的回顾和选择[J].贵州民族学院学报(哲学社会科学版).2007.
[11]尹春梅.《HSK词汇大纲》词的兼类问题通考[D].新疆师范大学, 2007.
[12]袁毓林.词类范畴的家族相似性[J].中国社会科学,1995,(1)
[13]袁毓林.一个汉语词类的准公理系统[J].语言研究,2000(4).
[14]袁毓林.关于等价功能和词类划分的标准[J].语文研究,2006.
[15]张连生.词性确定的原则和方法[J].东北师范大学学报,1992, (4)
[16]赵大明.关于《现代汉语规范字典》的词性标注[J].中国辞书论文集,1999.
[17]朱芸.对外汉语教学中的词类划分[J].语言教学研究,2008.
[18]郭锐.现代汉语词类研究[M].北京:商务印书馆,2002.
[19]国家汉语水平考试委员会办公室考试中心.汉语水平词汇与汉字等级大纲[M].北京:经济科学出版社,2001.
[20]汉语大词典编委会.汉语大词典简编[M].上海:汉语大词典出版社,1998.
[21]甲柏连孜.汉文经纬(德语版)[M].德国:莱比锡(位久书铺),1881.
[22]黎锦熙.新著国语文法[M].北京:商务印书馆,1924,2001版.
[23]吕叔湘主编.现代汉语八百词[M].北京:商务印书馆,2009.
[24]马建忠.马氏文通(繁体版)[M].北京:商务印书馆,2008版.
[25]邢福义.词类辩难[M].北京:商务印书馆,1981.
[26]许威汉、陈秋祥主编.汉语古今义合解[M].上海:上海教育出版社,2002.
[27]于士汶.现代汉语语法信息词典详解[M].北京:清华大学出版社,1998.
[28]张志公主编.暂拟汉语教学语法系统[M].北京:人民教育出版社,1956.
[29]朱德熙.语法讲义[M].北京:商务印书馆,1982.
[30]中国社会科学院语言研究所词典编辑室.现代汉语词典第5版[M].北京:商务印书馆,2005.
[31] Edited by Anthony Kenny, Wittgenstein [M].Black well publishing, 1973.
[32] Eleanor Rosch, (with Lloyd, B., eds). Cognition and Categorization [M]. Hillsdale NJ: Lawrence Erlbaum Associates.1978.
[33] J. Taylor, Linguistic Categorization: Prototypes is Linguistic Theory [M]. Beijing Foreign Language Teaching and Researching Press, 2001.
[34] Ungerer, F. & Schmid, H. An Introduction to Cognitive Linguistics i. [M]. Foreign Language Teaching and Research Press, 2001.
1袁毓林.词类范畴的家族相似性[J].中国社会科学,1995(1),第154页。
1陆俭明.现代汉语语法研究教程(第三版)[M].北京:北京大学出版社,2005,第28页。
1郭锐.现代汉语词类研究[M].北京:商务印书馆,2002,第84页。
1国家汉语水平考试委员会办公室考试中心.汉语水平词汇与汉字等级大纲[M].北京:经济科学出版社,2001,前言。
1中国社会科学院语言研究所词典编辑室.现代汉语词典第5版[M].北京:商务印书馆,2005,第717页。
[1]伏学凤.《汉语水平词汇与汉字等级大纲》问题研究综述[J].乌鲁木齐成人教育学院学报,2008.
[2]姜德梧.关于《汉语水平词汇与汉字等级大纲》的思考[J].世界汉语教学,2004(1).
[3]李红印.对外汉语学习词典如何标注词性[J].中国辞书学文集.1998.
[4]李晓琪.《HSK词汇等级大纲》中形容词和副词的词类标注问题[J].汉语学习,1997,(4)
[5]李英.关于《汉语水平词汇与汉字等级大纲》的几个问题[J].中山大学学报论丛,1997,(4).
[6]林焘.现代汉语轻音和句法结构的关系[J].中国语文,1962,(7)
[7]刘芳.《汉语词汇与汉字等级大纲》形容词体系研究[D].华中科技大学,2004.
[8]孙德金.《HSK词汇等级大纲》问题浅见[J].语第四届国际汉语教学讨论会论文选,1993.
[9]欧阳晓芳.《汉语词汇与汉字等级大纲》动词体系研究[D].华中科技大学,2005.
[10]颜迈.词类划分标准的回顾和选择[J].贵州民族学院学报(哲学社会科学版).2007.
[11]尹春梅.《HSK词汇大纲》词的兼类问题通考[D].新疆师范大学, 2007.
[12]袁毓林.词类范畴的家族相似性[J].中国社会科学,1995,(1)
[13]袁毓林.一个汉语词类的准公理系统[J].语言研究,2000(4).
[14]袁毓林.关于等价功能和词类划分的标准[J].语文研究,2006.
[15]张连生.词性确定的原则和方法[J].东北师范大学学报,1992, (4)
[16]赵大明.关于《现代汉语规范字典》的词性标注[J].中国辞书论文集,1999.
[17]朱芸.对外汉语教学中的词类划分[J].语言教学研究,2008.
[18]郭锐.现代汉语词类研究[M].北京:商务印书馆,2002.
[19]国家汉语水平考试委员会办公室考试中心.汉语水平词汇与汉字等级大纲[M].北京:经济科学出版社,2001.
[20]汉语大词典编委会.汉语大词典简编[M].上海:汉语大词典出版社,1998.
[21]甲柏连孜.汉文经纬(德语版)[M].德国:莱比锡(位久书铺),1881.
[22]黎锦熙.新著国语文法[M].北京:商务印书馆,1924,2001版.
[23]吕叔湘主编.现代汉语八百词[M].北京:商务印书馆,2009.
[24]马建忠.马氏文通(繁体版)[M].北京:商务印书馆,2008版.
[25]邢福义.词类辩难[M].北京:商务印书馆,1981.
[26]许威汉、陈秋祥主编.汉语古今义合解[M].上海:上海教育出版社,2002.
[27]于士汶.现代汉语语法信息词典详解[M].北京:清华大学出版社,1998.
[28]张志公主编.暂拟汉语教学语法系统[M].北京:人民教育出版社,1956.
[29]朱德熙.语法讲义[M].北京:商务印书馆,1982.
[30]中国社会科学院语言研究所词典编辑室.现代汉语词典第5版[M].北京:商务印书馆,2005.
[31] Edited by Anthony Kenny, Wittgenstein [M].Black well publishing, 1973.
[32] Eleanor Rosch, (with Lloyd, B., eds). Cognition and Categorization [M]. Hillsdale NJ: Lawrence Erlbaum Associates.1978.
[33] J. Taylor, Linguistic Categorization: Prototypes is Linguistic Theory [M]. Beijing Foreign Language Teaching and Researching Press, 2001.
[34] Ungerer, F. & Schmid, H. An Introduction to Cognitive Linguistics i. [M]. Foreign Language Teaching and Research Press, 2001.