二语学习者反义复合词词义识解的影响因素
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摘要
本研究通过5×2被试内两因素混合测试,分析5种语义关系类型和2种母语文字背景对中级二语者反义复合词词义识解的影响。结果显示:语义关系类型和母语文字背景对二语者反义复合词的词义识解都有影响,两因素之间存在一定程度的交互作用,且交互作用有倾向性;5种语义关系类型的反义复合词词义识解难度为:加合型<概括型<选择型<偏义型<引申型("<"表示"易于")。针对二语者词义识解的倾向和特点,本文提出反义复合词需按语义关系类型分类教学、教学顺序宜与词义识解难度匹配等教学建议。
On the basis of written examination through the form of 5×2 two factors of text, this study inspects the effects of the types of semantic relation(direct meaning and indirect meaning which can be further categorized into five types) and language background(the system of Chinese characters and non-character-writing) on the intermediate level of CSL learners' word-meaning construal of opposite compounds. According to the result of the experimental data analysis, we can conclude that it is difficult for intermediate CSL learners to indentify and understand opposite compounds. The types of semantic relation and language background both have an effect on them,and there is some interactive impact, which has a tendency, between the two factors. There exist difficulty levels of CSL learners' construing the five types of semantic relation of opposite compounds: addition < generalization < selection < partial meaning < extended meaning. This paper also provides some advice for CSL teaching and learning of opposite compounds such as 1)adopting morpheme pedagogy in teaching the addition type, context method in extended meaning type, and combination of the above two methods in other three types; 2) matching the pedagogical order to the difficulty levels of CSL learners' construing five types of semantic relation of opposite compounds.
On the basis of written examination through the form of 5×2 two factors of text, this study inspects the effects of the types of semantic relation(direct meaning and indirect meaning which can be further categorized into five types) and language background(the system of Chinese characters and non-character-writing) on the intermediate level of CSL learners' word-meaning construal of opposite compounds. According to the result of the experimental data analysis, we can conclude that it is difficult for intermediate CSL learners to indentify and understand opposite compounds. The types of semantic relation and language background both have an effect on them,and there is some interactive impact, which has a tendency, between the two factors. There exist difficulty levels of CSL learners' construing the five types of semantic relation of opposite compounds: addition < generalization < selection < partial meaning < extended meaning. This paper also provides some advice for CSL teaching and learning of opposite compounds such as 1)adopting morpheme pedagogy in teaching the addition type, context method in extended meaning type, and combination of the above two methods in other three types; 2) matching the pedagogical order to the difficulty levels of CSL learners' construing five types of semantic relation of opposite compounds.
引文
[1]董秀芳.词汇化:汉语双音词的衍生和发展[M].成都:四川民族出版社,2002.
[2]冯丽萍.中级汉语水平留学生的词汇结构意识与阅读能力的培养[J].世界汉语教学,2003,(2).
[3]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[Z].北京:北京语言大学出版社,2010.
[4]江新,房艳霞.语境和构词法线索对外国学生汉语词义猜测的作用[J].心理学报,2012,(1).
[5]孟凯,崔言燕.词汇化导致的语义磨蚀对汉语二语学习者词汇学习的影响——以双音词“可X”为例[J].汉语学习,2018,(2).
[6]舒华,张亚旭.心理学研究方法[M].北京:人民教育出版社,2008.
[7]束定芳,黄洁.汉语反义复合词构词理据和语义变化的认知分析[J].外语教学与研究,2008,(6).
[8]苏宝荣.词义研究与汉语的“语法—语义结构”[J].语言教学与研究,2002,(1).
[9]谭达人.略论反义相成词[J].语文研究,1989,(1).
[10]王春茂,彭聃龄.多词素词的通达表征:分解还是整体[J].心理科学,2000,(4).
[11]杨吉春.汉语反义复词研究[M].北京:中华书局,2007.
[12]杨吉春.反义复词内部结构分析与词汇教学[J].汉语学习,2008,(4).
[13]张金竹.现代汉语反义复合词式的语义和认知研究[M].北京:世界图书出版公司,2015.
[14]赵凤娇.并列式复合词词义识解影响因素实证研究[J].海外华文教育,2017,(12).
[15]赵玮.汉语作为第二语言词汇教学“语素法”适用性研究[J].世界汉语教学,2016,(2).
[16]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.
(1)本研究没有选择高级二语者作为被试,主要是因为高级学习者的词汇量虽然更大,但满足筛选条件的测试词不够均衡,如《等级划分》中“选择型”高级以上的反义复合词只有“迟早”,数量太少。
(1)我们以无语境要求释义的形式,非正式地测试了4名中级二语者(非本研究的被试),结果显示,除了“开关”,13个测试词写出的都是语素加合义。
(1)并非加合型反义复合词的教学就不需要提供语境,所有词语的教学都应在语境中进行。我们只是想强调,相比于其他类型,加合型更适于语素教学法。
[2]冯丽萍.中级汉语水平留学生的词汇结构意识与阅读能力的培养[J].世界汉语教学,2003,(2).
[3]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[Z].北京:北京语言大学出版社,2010.
[4]江新,房艳霞.语境和构词法线索对外国学生汉语词义猜测的作用[J].心理学报,2012,(1).
[5]孟凯,崔言燕.词汇化导致的语义磨蚀对汉语二语学习者词汇学习的影响——以双音词“可X”为例[J].汉语学习,2018,(2).
[6]舒华,张亚旭.心理学研究方法[M].北京:人民教育出版社,2008.
[7]束定芳,黄洁.汉语反义复合词构词理据和语义变化的认知分析[J].外语教学与研究,2008,(6).
[8]苏宝荣.词义研究与汉语的“语法—语义结构”[J].语言教学与研究,2002,(1).
[9]谭达人.略论反义相成词[J].语文研究,1989,(1).
[10]王春茂,彭聃龄.多词素词的通达表征:分解还是整体[J].心理科学,2000,(4).
[11]杨吉春.汉语反义复词研究[M].北京:中华书局,2007.
[12]杨吉春.反义复词内部结构分析与词汇教学[J].汉语学习,2008,(4).
[13]张金竹.现代汉语反义复合词式的语义和认知研究[M].北京:世界图书出版公司,2015.
[14]赵凤娇.并列式复合词词义识解影响因素实证研究[J].海外华文教育,2017,(12).
[15]赵玮.汉语作为第二语言词汇教学“语素法”适用性研究[J].世界汉语教学,2016,(2).
[16]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.
(1)本研究没有选择高级二语者作为被试,主要是因为高级学习者的词汇量虽然更大,但满足筛选条件的测试词不够均衡,如《等级划分》中“选择型”高级以上的反义复合词只有“迟早”,数量太少。
(1)我们以无语境要求释义的形式,非正式地测试了4名中级二语者(非本研究的被试),结果显示,除了“开关”,13个测试词写出的都是语素加合义。
(1)并非加合型反义复合词的教学就不需要提供语境,所有词语的教学都应在语境中进行。我们只是想强调,相比于其他类型,加合型更适于语素教学法。
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