跨文化交际视角下审视对外汉语课堂的静默语

发布时间：2018-04-26 20:01

本文选题：跨文化交际 + 对外汉语课堂　；参考：《吉林大学》2011年硕士论文

【摘要】：跨文化交际是一门年轻的学科,它是在国际交往日益频繁、全球经济一体化的特定时代产生的新兴学科。跨文化交际同时又是一门综合性学科,它的学科背景涉及文化语言学、社会语言学、言语交际学等。谈到交际,更确切的说是谈到非言语交际,它是跨文化交际中重要的组成部分之一,其作用不可小视。在翻阅众多国内外学者的相关著作和文章后,发现其中研究重心多半集中在外语教学界,而对外汉语教学界在这方面的研究成果相对较少。本文旨在立足于对外汉语教学,从跨文化交际角度多层面地解析对外汉语课堂静默语的特征及其功能价值。国外的很多学者一直很关注静默的研究,一些学者从语言学的角度来研究静默语,并对静默语进行了全新的认识和解读。国内的很多学者对这方面的研究也不少,根据不同文化背景的人在对静默语的态度和理解上产生的差异及从造成跨文化交际障碍等方面出发,阐述东西方在静默语使用上的差别,进而探讨东西方在语言观方面的差异和在交际编码方式上的不同,并分析造成这些差别的原因。本文一共分为八部分: 第一部分:对跨文化交际的界定。由于对外汉语课堂是一个非常特殊的语言环境,它属于跨文化交际的范畴,本文首先对其范围进行了限定,这样做有助于后文对对外汉语课堂静默语的分类、特点的研究。第二部分:静默语的研究历史及现状。这部分是对其相关内容的总结和概括,深入浅出的理清研究的思路,并发掘出新的研究角度,提出自己的创新观点。第三部分:静默语的界定及其分类。这一部分主要是先对对外汉语课堂中静默语的界定,再从多方面对静默语进行分类,并在其分类的过程中,发现更多的创新点。第四、五部分:阐述对外汉语教学课堂中静默语的特点及其语用特征。这一部分是论文的主要部分,它是指导实践的有力根据,教师如果能找到学生产生静默语的原因及学会使用积极的静默语,教师就会对课堂上的静默现象迎刃而解。第六、七、八部分:主要是立足于对外汉语课堂,从学生和教师两个方面来研究双方静默语的特点、意义及其语用特征,从而总结出对外汉语教学课堂学生容易出现的一系列问题,对于教师而言,要对其自身的静默有一个全新的认识,对教师使用的积极的静默语给予鼓励,尽量避免消极的静默语。对于学生而言,在课堂上出现的静默语。
[Abstract]:Cross-cultural communication is a young subject. It is a new subject in the special era of international communication and global economic integration. Cross-cultural communication is also a comprehensive subject, whose background involves cultural linguistics, sociolinguistics, speech communication and so on. When it comes to communication, or rather, nonverbal communication, which is one of the important components of cross-cultural communication, can not be overlooked. After reading the related works and articles of many scholars at home and abroad, it is found that most of the research focuses on foreign language teaching, but the research results of foreign language teaching are relatively few in the field of teaching Chinese as a foreign language. Based on the teaching of Chinese as a foreign language, this paper aims to analyze the characteristics and functional value of the silent language in the Chinese as a foreign language classroom from the perspective of cross-cultural communication. Many foreign scholars have been paying close attention to the study of silence, and some scholars have made a new understanding and interpretation of silent language from the perspective of linguistics. Many scholars in China have also done a lot of research on this aspect. According to the differences in attitude and understanding of silent language among people from different cultural backgrounds, and from the aspects of causing obstacles to intercultural communication, This paper expounds the differences in the use of silent language between the East and the West, and then probes into the differences in the views of language between the East and the West and the differences in the ways of communication coding, and analyzes the reasons for these differences. This paper is divided into eight parts: Part one: the definition of cross-cultural communication. As Chinese as a foreign language classroom is a very special language environment, it belongs to the category of cross-cultural communication. The second part: the research history and present situation of silent language. This part is a summary and summary of its relevant content, a clear thinking of the research, and find out a new research perspective, and put forward their own innovative point of view. The third part: the definition and classification of silent language. This part is mainly about the definition of silent language in TCFL classroom, and then classifies the silent language from many aspects, and finds more innovative points in the process of classification. The fourth and fifth parts: expound the characteristics and pragmatic features of silent language in TCFL. This part is the main part of the paper, it is the powerful basis for guiding practice. If teachers can find out the reasons why students produce silent language and learn to use active silence, teachers will solve the phenomenon of silence in class. The sixth, seventh and eighth parts: mainly based on the Chinese as a foreign language classroom, from the two aspects of students and teachers to study the characteristics, meaning and pragmatic characteristics of both silent language. In order to sum up a series of problems that the students of TCFL are prone to, for teachers, we should have a new understanding of their own silence, and encourage the positive silence language used by teachers. Try to avoid negative silence. For students, there is silence in class.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195

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