社交称谓语在对外汉语教学中的应用研究

发布时间：2018-01-20 00:18

本文关键词： 对外汉语汉语社交称谓语偏误教学策略　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：社交称谓语是汉语语言系统中最为庞杂的系统之一,它是交际者在说话时要过的第一关,但其复杂性是对外汉语教学中的一个难点。现代汉语称谓语研究成果颇为丰富,但针对对外汉语中的称谓语研究则并不多见,尤其是针对汉语社交称谓语在对外汉语教学中的研究更是少之又少。本文立足于汉语社交称谓语的本体研究,以促进对外汉语教学发展为目的,梳理了研究者的理论研究成果,总结了对外汉语中社交称谓语的界定和分类,语用功能和语用原则。在这些研究成果的基础上,本文第三章从留学生汉语社交称谓语学习、使用调查入手,对来自20多个国家的近百名留学生的社交称谓语学习和使用情况、影响社交称谓语学习和使用的主要因素、学习和使用社交称谓语的心理状态、课堂中对外汉语教学情况、教材中社交称谓语的涉及情况、留学生使用社交称谓语的频度等进行了调查,总结出留学生使用社交称谓语的偏误类型并分析其原因。针对这些原因,本文第四章根据对外汉语教学指导性《大纲》提出了加强文化教学,采用分阶段教学,建立积极的认知策略和完善教材内容等教学策略提升社交称谓语教学效果。本文从社交称谓语在对外汉语教学中的整体情况出发,从理论研究到学生学习使用情况调查,再到提出教学策略进行了全面的研究,希望通过研究对社交称谓语在对外汉语中的教学起到一定推动作用,并对更深入的研究起到一定的借鉴和启发作用。
[Abstract]:Social address is one of the most complicated systems in Chinese language system, and it is the first step that communicators have to go through when they speak. However, its complexity is a difficult point in teaching Chinese as a foreign language. Especially for the Chinese social address language in the teaching of Chinese as a foreign language research is very rare. This paper based on the Chinese social address terms of the ontology research, in order to promote the development of Chinese as a foreign language teaching for the purpose. This paper summarizes the definition and classification of social address terms, pragmatic functions and pragmatic principles in Chinese as a foreign language. The third chapter of this paper from the study of Chinese social address language for foreign students, the use of the survey, from more than 20 countries of nearly 100 foreign students to learn and use the social address language. The main factors affecting the learning and use of social address terms, the psychological state of learning and using social address terms, the situation of teaching Chinese as a foreign language in the classroom, and the situation of social address terms in textbooks. This paper investigates the frequency of using social address terms by foreign students, summarizes the types of errors used by foreign students, and analyzes the reasons for these reasons. In chapter 4th, according to the guiding outline of teaching Chinese as a foreign language (TCFL), the author proposes to strengthen the teaching of culture and adopt phased teaching. Establish positive cognitive strategies and improve teaching strategies such as the content of teaching materials to improve the teaching effect of social address. This article from the overall situation of social address in teaching Chinese as a foreign language. From the theoretical research to the investigation of students' learning and use, to put forward the teaching strategy for a comprehensive study, hoping to play a role in promoting the teaching of social address terms in the teaching of Chinese as a foreign language. And more in-depth research to play a certain reference and inspiration.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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