汉语“冷、凉”和泰语“ （？）（nǎao）、 （？）（yen）” 词群的语义对比和对外汉语教学Chinese "cold and cool" and Thai "(?) (n million AO), (?) The Semantic Contrast of the word group (yen) and the teaching of Chinese as a foreign language 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 温度是人类生涯最根本的概念，汉语“冷、凉”和泰语“（？）（nǎao）、（yen）”都是“温度低”概念的根本表达。“冷”和“（？）（nǎao）”温度概念邻近，“凉”和“（？）（yen）”温度概念邻近。汉语中以“冷、凉”为构词语素的词所构成的词群成长中，“冷、凉”除温度义外拓展出很多新语义，被人们运用到其它概念范畴。泰语“（？）（nǎao）、（？）（yen）”也异样如斯，不外，在汉语和泰语的辞汇体系中这两个词群的语义拓展的情形不尽雷同。本文在汉泰语两边语料的基本上，依照分歧的认知义域，将汉语中的“冷”词群与泰语中的“（？）（nǎao）”词群，汉语的“凉”词群和泰语的“（？）（yen）”词群停止语义比较，泰语论文范文，发明汉语“冷”词群中“冷”的义项很丰硕，简直涵盖了泰语“（？）（nǎao）”所组成词群中的该语素的一切义项；而汉语中由“凉”组成的词语所组成的词群的语义虽也丰硕多变，然则泰语“（？）（yen）”词群中的“（？）（yen）”的语义也有出乎意料的表示。厥后，在义项描述和比较的基本上，从认知—说话—文明相联合的角度，说明“冷”和“（？）（nǎao）”，“凉”和“（yen）”，泰语论文题目，两组词群在汉语和泰语中语义演变同中有异的深层缘由。温度体验认知的差别，使得泰语的“（yen凉）”比拟汉语的“凉”更接近“冷”的温度值。而且，泰语中的（？）（yen）的隐喻动力多和“安稳”相干，而汉语“冷、凉”的隐喻则常与“心思发生冷觉和凉意”相干。最初，文章针对以泰语为母语的汉语进修者，为“冷”“凉”词群的对外汉语的辞汇教授教养方面提出了针对性建议。 Abstract: Temperature is the most fundamental concept of human life, the Chinese "cold and cool" and Thai "(?) (n million AO), (yen) "is" the expression of the basic concept of low temperature ". "Cold" and "(?) (n million AO) "concept of temperature nearby," cool "and" (?) (yen) the concept of "temperature". In Chinese, the word "cold and cool" is used in the development of the word group. "Cold and cool", in addition to the meaning of temperature, has developed a lot of new meanings, which are applied to other concepts. Thai "(?) (n million AO), (?) (yen) "also strange predicament, nevertheless, in the words of Chinese and Thai sinks system in the two groups of words semantic expansion is endless and same. The in Thai and Chinese on both sides of the corpus, in accordance with the differences of cognitive semantic domain, Chinese "cold" word group and Thai "(?) (n million AO) "words, the Chinese word" cool "group and Thai" (?) (yen) "word group semantic comparison, invention of Chinese" cold "word" cold "meaning very rich, almost covers the Thai" (?) (n "Ao" composed in word group of the morpheme all meanings; semantic and Chinese by the words "cool" is composed of the word group although rich and changeful. However, Thai "(?) (yen) "in the group of words" (?) (yen) the semantic also has an unexpected representation. Jue, in the item description and comparison of basically, from a cognitive - civilization joint angles to speak, "cold" and "(?) (n Houtt AO) "," cool "and" (yen), two groups of words group in Chinese and Thai semantic evolution with different underlying causes. Difference in temperature of embodied cognition, the Thai "(yen cool)" compared to the Chinese "cool" closer to the "cold" temperature values. Moreover, in Thai (?) Coherent (yen) the power of metaphor and "safe" and Chinese "cold, cold" metaphor is often "a cold sensation and coolness in the mind" and coherent. Initially, the according to Thai native speaker of the Chinese language learning, for the "cold" and "cool" word group in teaching Chinese as a foreign language speech sinks teaching puts forward suggestions. 目录: 摘要 3-4 ABSTRACT 4 第一章 绪论 7-14 1.1 选题缘由和探讨意义 7-8 1.1.1 选题缘由 7-8 1.1.2 探讨意义 8 1.2 “词群”概念的界定 8-9 1.3 有“冷、凉”的探讨综述 9-12 1.3.1 汉语“冷、凉”词义探讨 10 1.3.2 有关“冷、凉”的汉外对比探讨 10-11 1.3.3 既往探讨的不足 11-12 1.4 探讨内容和本文的创新之处 12-14 1.4.1 探讨内容 12-13 1.4.2 本文的创新之处 13-14 第二章 汉泰语“冷”词群的语义对比 14-24 2.1 工具书中“冷”和“ （？）（nǎao）”的释义 14-15 2.2 “冷”和“ （nǎao）”词群中相同和相近的义项 15-19 2.3 “冷”和“ （nǎao）”词群中相异的义项 19-22 2.3.1 “冷”有“ （？）（nǎao）”无的义项 19-22 2.3.2 “ （？）（nǎao）”有“冷”无的义项 22 2.4 小结 22-24 第三章 汉泰语“凉”词群的语义对比 24-34 3.1 工具书中“凉”和“ （？）（yen）”的释义 24-25 3.2 “凉”和“ （？）（yen）”相同或相近的义项 25-26 3.3 “凉”和“ （？）（yen）”相异的义项 26-31 3.3.1 “凉”有“ （？）（yen）”无的义项 26-28 3.3.2 “凉”无“ （？）（yen）”有的义项 28-31 3.4 小结 31-34 第四章 “冷和 （？）（nǎao）”、“凉和 （？）（yen）”词群语义差异的成因略论28 34-42 4.1 认知方面 34-39 4.1.1 人类认知经验的普遍性 34-35 4.1.2 温度认知体验的异同性 35-36 4.1.3 汉泰语“冷”“凉”引申语义的隐喻机制差异 36-39 4.2 语言方面 39-40 4.2.1 汉泰语“冷”“凉”语义分工不同 39-40 4.2.2 语言接触--来自英语的作用 40 4.3 文化方面 40-42 4.3.1 宗教文化的作用 40-41 4.3.2 时间表达文化的作用 41-42 第五章 “冷、凉”词群的对外汉语教学 42-47 5.1 目前汉语“冷、凉”词群的教学情况 42-44 5.1.1 词汇大纲中的“冷”和“凉” 42 5.1.2 教材中的处理 42-43 5.1.3 泰国学生“冷、凉”词的使用情况 43-44 5.2 汉语“冷、凉”词群的教学建议 44-46 5.2.1 教材和词典编写方面 44-45 5.2.2 从共性语义到个性语义进行教学 45 5.2.3 重视“情境”教学的影响 45-46 5.4 小结 46-47 第六章 结语 47-48 致谢 48-49 参考文献 49 |
