对外汉语综合教材修辞格引入时间、编排顺序研究

发布时间：2018-01-17 02:28

本文关键词：对外汉语综合教材修辞格引入时间、编排顺序研究　出处：《北京大学》2013年硕士论文　论文类型：学位论文

【摘要】：对外汉语教学不能只注重语言技能教学，也要重视修辞教学。修辞格引入对外汉语教材的时间和编排顺序缺乏规律性。本文采用黄伯荣、廖序东（2002)的修辞格分类和定义标准，对对外汉语综合教材一一《博雅汉语》、《发展汉语》和《南方周末》，以及留学生汉语习作中修辞格的使用次数、比例等情况进行统计。在统计的基础上，，我们探讨对外汉语综合教材修辞格的引入时间和编排顺序问题。本文按照道格拉斯?比伯，苏珊?康拉德，兰迪?潘瑞（2012)的“频率统计的标准化”理论，统计了《博雅》和《发展》、《南方》和留学生作文中修辞格的标准频率，通过对各种修辞格在《博雅》和《发展》、《南方》等这些文本中的标准频率总和进行对比和高低排序，再综合考虑留学生作文中修辞格的标准频率和标准频率数值大小等因素，探讨对外汉语综合教材中修辞格的引入时间和编排顺序问题。通过统计得出，对外汉语综合教材应该从初级阶段就引入修辞内容。初级对外汉语综合教材中修辞格的编排顺序应该是比喻排比反问对比，中级对外汉语综合教材中修辞格的编排顺序应该是比喻反问排比对比借代设问对偶婉曲比拟，高级对外汉语综合教材中修辞格的编排顺序应该是比喻反问对比设问借代排比对偶层递比拟婉曲仿词夸张双关反语反复。
[Abstract]:Teaching Chinese as a foreign language should not only focus on language skills, but also on rhetoric teaching. The classification and definition criteria of rhetorical figures of Liao Xudong (2002) are applied to the comprehensive textbooks of Chinese as a foreign language (Boya Chinese), Development Chinese (Chinese) and Southern weekend (Southern weekend). On the basis of statistics, we discuss the introduction time and arrangement order of rhetorical devices in comprehensive textbooks for Chinese as a foreign language. According to Douglas? Bieber, Susan? Conrad, Randy? The theory of "Standardization of Frequency Statistics", presented by Pan Rui-wei (2012), counts "Boya" and "Development", "South" and the standard frequency of rhetorical devices in the composition of foreign students. By comparing the sum of the standard frequencies of various rhetorical devices in "Boya" and "Development", "South" and so on, this paper makes a comparison and ranking of the figures of speech in these texts. Then considering the standard frequency and standard frequency value of the rhetorical devices in the composition of foreign students, this paper discusses the introduction time and the arrangement order of the figures of speech in the comprehensive textbooks of Chinese as a foreign language. The rhetorical content should be introduced from the primary stage in the comprehensive textbooks of Chinese as a foreign language. The arrangement order of the rhetorical devices in the primary comprehensive textbooks should be the comparison of the comparison of figures of speech and comparison. The arrangement order of figures of speech in Intermediate Chinese as a Foreign language Comprehensive textbook should be the comparison of metaphorical contrastive metonymy and metonymy. The arrangement order of the figures of speech in the advanced Chinese as a foreign language comprehensive textbook should be the comparison of metaphorical questions, metonyms and parallels, comparing euphemism with hyperbole puns.
【学位授予单位】：北京大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.4

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