【摘要】：在對外漢語教學中，詞匯教學是貫穿始終的一項重要內容，因為詞匯在學習者的日常交際中起著不可替代的作用。有人認為漢語是孤立語，不用詞語的屈折變化或黏著方式來表達語法關系，學習者很難通過詞語的形式看出詞性、推測詞義，留學生在學習漢語詞匯時常常只能逐個記憶。但同時我們應該看到：漢語存在一定量的詞綴和類詞綴，具有同一詞綴或類詞綴的詞群大多具有相似的詞性和詞義歸屬。學習者若能掌握一定量的詞綴、類詞綴，把握其含義和構詞方法，必將有益于漢語詞匯的學習。鑒于此，我們認為有必要正視有詞綴、類詞綴的詞群從而進行詞匯教學設計，引導學生掌握一定的詞綴和類詞綴，學會舉一反三。模因論為我們研究此類詞匯教學提供了一個較為新穎的視角以尋找詞匯教學的突破口。 論文正文分為四個部分。第一部分引言：介紹本文研究的緣起，闡述本文研究的思路和方法等。第二部分進行關于詞綴和模因理論的研究綜述，總結前人的研究成果。第三部分：首先對發(fā)展?jié)h語系列教材《中級漢語》中的詞綴進行統(tǒng)計和分析，發(fā)現生詞中存在著大量詞綴，但教材中僅將其中一小部分列為詞綴進行語言點講解；其次，嘗試將詞綴置于模因理論視角下進行研究，即將詞綴看做一個個的模因進行探討，并提出相應的詞匯教學建議；最后，筆者選出了三組具有代表性的詞綴，以這三組詞綴為例進行了以詞綴為重點的詞匯教學設計，供今后的研究者和對外漢語教師參考，，希望能切實地提高對外漢語詞匯教學的效率。最后一部分是文章結語。 本文主要貢獻之一體現在附錄部分。筆者以窮盡式的方式總結出漢語所有的詞綴，形成詞綴總表。該表將詞綴分為傳統(tǒng)詞綴和新興類詞綴，新興類詞綴之后附有筆者歸納的類詞綴。這點前人研究并未提及，因而筆者將這部分詞綴含義一一進行解釋說明，并附有所組詞匯示例。
[Abstract]:Vocabulary teaching is an important content in teaching Chinese as a foreign language, because vocabulary plays an irreplaceable role in learners' daily communication. Some people think that Chinese is an isolated language, which does not use the inflection or adhesion of words to express grammatical relations. It is very difficult for learners to find out the part of speech through the form of words, and to speculate on the meaning of words. Foreign students often can only remember one by one when they learn Chinese vocabulary. But at the same time we should see that there are a certain number of affixes and similar affixes in Chinese and most of the word groups with the same affix or similar affix have similar parts of speech and semantic attribution. If learners can master a certain amount of affixes and affixes, grasp their meanings and word-formation methods, they will benefit the study of Chinese vocabulary. In view of this, we think it is necessary to face up to the word groups of affixes and affixes so as to design vocabulary teaching, guide students to master certain affixes and affixes, and learn to draw inferences from one another. Memetics provides us with a novel perspective to find a breakthrough in vocabulary teaching. The text of the paper is divided into four parts. The first part introduces the origin of this study, and expounds the ideas and methods of this study. The second part summarizes the theory of affix and meme. The third part: firstly, the author makes statistics and analysis on the affixes in the developing Chinese textbook "Intermediate Chinese", and finds that there are a large number of affixes in the new words, but only a few of them are listed as affixes to explain the language points in the textbooks. This paper tries to study affixes from the perspective of meme theory, that is to say, affixes are regarded as memes one by one, and puts forward corresponding vocabulary teaching suggestions. Finally, the author selects three groups of representative affixes. Taking the three groups of affixes as an example, this paper makes a vocabulary teaching design focusing on affixes, which can be used as a reference for researchers and teachers of Chinese as a foreign language in the future, hoping to improve the efficiency of vocabulary teaching as a foreign language. The last part is the conclusion of the article. One of the main contributions of this paper is reflected in the appendix. The author sums up all the affixes in Chinese and forms a summary table of affixes. Affixes are divided into traditional affixes and emerging affixes. This is not mentioned in previous studies, so the author explains the meanings of affixes one by one and gives some examples.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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