Author Lee, Heng Han
Title 初阶汉语学习词典词条设计与教材词语注释论析 (Preliminary inquiry on Chinese elementary learner’s dictionary and textbook vocabulary)
Institute Thesis (M.A.) National Institute of Education, Nanyang Technological University
Year 2012
Supervisor Xu, Feng
Call no. PL1411 L44
 
Summary

本论文以第二语言初级汉语学习者的词典及教材为对象,采用对比、分析和归纳的研究方法,首先探讨了学习词典词条设计的特点,再通过这些特点进而讨论汉语教材设计词语注释时应注意的共同原则,最后加以整合,提出适合初阶汉语学习者的理想化词条设计框架。
论文的理强调了学习者类型的划分,主要论依据吴英成教授“全球汉语三圈理论”的阐释。随着汉语逐渐从以中国大陆为中心的内圈扩大至非华人地区的外圈,汉语学习者的类型也越来越多样化。因此,汉语学习者词典和教材有必要根据不同学习者的不同需要进行设计。本论文的研究主要意义,也正在于为把汉语作为第二语言的初级学习者,构建一个理想化的设计方案。

论文全文共分为六章,第一章是绪论,说明本论文研究的背景与意义,方法与过程,以及论文的整体结构。第二章陈述学习者类型与学习词典编撰之间的关系,并探讨词典与词典使用的对象之间的关系,以及影响汉语学习词典的设计因素。第三章对三部具有一定代表性的现行汉语学习词典进行比较,从微观结构如编目方式、释义方式和用法信息等方面,分析词条设计的原则。第四章开始则将论文重心放在教材词语注释方面,重点比较四本初阶汉语教材词语词条注释的方式。第五章结合学习者词典词条设计和教材词条设计的原则,构建了初阶汉语教材的名词、动词、形容词、虚词词条设计框架,第六章总体论述初阶汉语学习词典词条与初阶汉语教材词语注释之间的互动关系,包括两者在教学上的应用,两者之间的共通性与差异性,以期找出两者在词条设计原则上的能够互动之处。

This paper proposed an idealised design framework for Chinese elementary learners’ vocabulary entry based on design features identified from dictionaries and textbooks. The theoretical basis of this paper is primarily established on Professor Goh Yeng Seng "Three Concentric Circles of Global Chinese" theory. As the Chinese language gradually extend from the center of the inner ring(mainland China)to the outer ring (non-Chinese regions), the type of Chinese language learners are diversified. Therefore, Chinese learner’s dictionary and textbook vocabulary should be designed differently to suit the need of different learners. The purpose of this research paper is to attempt to propose an idealised design framework of vocabulary entry for Chinese elementary learners.

The paper will be presented in six chapters. The first chapter mainly introduces the background, method and structure of this research paper. Chapter 2 illustrates the relationship between learners and dictionary compilation. Chapter 3 examines three current learners’ dictionaries to identify their design principles. Chapter 4 will focus on four current textbook and compare them in their vocabulary design. Chapter 5 serves to conclude the findings in previous chapter and to generate the design framework for nouns, verbs, adjectives and function words entry. Last Chapter discusses the interaction between Chinese elementary learner dictionary and textbook vocabulary, including their application on teaching and learning.