摘要
通过实验研究,本文调查了在提供多义词的核心义与非核心义的情况下,汉语第二语言学习者对多义词的其他意义的猜测情况,实验结果表明,在提供核心义的情况下,学习者猜测词义的成绩明显好于提供非核心义的情况,多义词的音节数对词义猜测的成绩有一定的影响,而学习者的性别对此并无影响。本文还采用问卷调查的方法,对汉语第二语言学习者的多义词意识、学习多义词的方法等方面展开了调查。在此基础上,对汉语多义词的第二语言教学提出了建议。
This paper carried out an investigation on the ability of students who take Chinese as the second language to infer other meanings of polysemy when provided with the core meaning and when provided with non-core meaning. The results showed that the performance of students when provided with the core meaning was better than when provided with non-core meaning, and the syllable number of a polysemous word has effects on the score. Gender does not affect the score. By employing a questionnaire survey, this paper also inquired into the problems of learning polysemy, such as polysemy comprehension, learning methods and so on. Based on these analyses, this paper gave some suggestions on teaching polysemy in teaching Chinese as the second language.
出处
《语言文字应用》
CSSCI
北大核心
2013年第4期127-136,共10页
Applied Linguistics
基金
2012年度教育部人文社会科学研究规划基金项目"汉语作为第二语言教学词汇属性基础研究"(项目批号:12YJA740121)的资助
关键词
多义词
核心义
猜测词义
polysemy
core meaning
predicting word meaning
