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Semantic Categorization of Contemporary Chinese Radicals and Its Pedagogical Applications
Semantic Categorization of Chinese Radical
Semantic Network between Chinese Radical and Characters
Chinese Radical Instruction
第四章，嘗試從個別的義符部首出發，以上下位詞彙網絡的模式推論部首和從屬字之間的語義變化規則，參照詞彙衍生理論（generative lexicon theory）中的分類概念建立義符部首的靜態形象與動態經驗語義網絡假設，最後藉由實際操作的過程，以十個常用義符部首及從屬字關係來討論、驗證我的假設推論模式。
This thesis deals with the semantic categorization of contemporary Chinese radicals (so-called 214 bushou) from the perspectives of cognitive linguistics. On the other hand, we also want to analyze and deduce the semantic relation between Chinese radical and its characters from the perspectives of generative lexicon theory. In the end, based upon the analyses, we come up with a set of pedagogical suggestions on Chinese radical. Chapter 1 presents the motivations for this research and the organization of this thesis. In Chapter 2 presents the definitions of semantic symbols and their designative names from former researches. Besides, we look back upon the studies on semantic categorization of those symbols, Chinese wordnet, and the effect of learning radicals on Chinese character course, wrapping up with the discussion of their contributions and defects. Hopefully, those researches will inspire us and lead us to draw a better picture in our studies. In Chapter 3, first of all, we define those radicals which represent meaningful part in a word as "yi fu bu shou"(parts of radical with inherent meaning). According to its definition, we filter out 188 "yi fu bu shou" from 214 contemporary Chinese radicals. Based on those meaningful radicals, we try to categorize them from the rules of basic-level categorization in human cognition. Beside adopting a better structure which carries basic conception of human cognition, this semantic categorization should also be applied on Chinese teaching, which is one of the purposes we start this research. In Chapter 4, we analyze the semantic relation between individual radical and its characters. Based on hypernym and hyponym associations of network and generative lexicon theory, we assume there would be two kinds of semantic network (Object& Mind) which can explain the relation between radicals and its characters. In the end of this chapter, we try to take 10 frequently used radicals as examples to prove our assumption. In order to apply those ideas on L2 language class, in Chapter 5 we simplify our structure of radical semantic categorization and arrange a set of pedagogy in teaching Chinese radicals as a semantic categorization. Also, we design a short teaching plan about radicals and its characters. However, this section isonly an attempt at a possible framework, and need more practical classroom experiments. Chapter 6, the last chapter, concludes the discussion before, presenting a series of questions that have not been fully dealt with in this thesis, and figures out some suggestions for future researches.
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