汉语集合名词词义透明度研究

Research on the Semantic Transparency of Chinese Collective Nouns

摘要: 汉语二语词汇习得中，词义透明度影响学习者词义理解与加工，集合名词因集合义特性成为国际中文词汇教学难点，且学界对其分类、语义特征及词义透明度研究尚待深化。本文以《国际中文教育中文水平等级标准》中212个集合名词为对象，采用定量与定性结合法，考察其数量分布、词义透明度等级及二语学习者使用情况。结果显示，《等级标准》中集合名词随等级提升递增但各等级分布不均；依语素义与整词义关系，其可分为四类：完全透明155个、比较透明38个、比较隐晦15个、完全隐晦4个；二语学习者使用时存在四类语义偏误。基于此，分别从依据透明度分层教学、注重培养结构意识、突出集合名词特性三方面，为国际中文词汇教学提出建议，以期为集合名词教学实践及汉语本体研究提供参考。

Abstract: In the acquisition of second Chinese vocabulary, the transparency of word meanings affects learners’ understanding and processing of word meanings. Collective nouns have become a difficulty in international Chinese vocabulary teaching due to their collective meaning characteristics, and the academic community’s research on their classification, semantic features and the transparency of word meanings still needs to be deepened. This article takes 212 collective nouns in the “International Chinese Language Education Chinese Proficiency Standards” as the object and adopts the combination of quantitative and qualitative methods to investigate their quantity distribution, semantic transparency level and usage by second language learners. The results show that the collective nouns in the “Grading Standards” increase with the improvement of grades, but the distribution of each grade is uneven. According to the relationship between morpheme meaning and whole meaning, they can be classified into four categories: 155 completely transparent, 38 relatively transparent, 15 relatively obscure, and 4 completely obscure. There are four types of semantic biases when second language learners use it. Based on this, suggestions are put forward for international Chinese vocabulary teaching from three aspects: stratified teaching based on transparency, emphasizing the cultivation of structural awareness, and highlighting the characteristics of collective nouns, with the aim of providing references for the teaching practice of collective nouns and the research on the ontology of the Chinese language.