谈语言的工具性和对外汉语教学

发布时间：2018-05-24 18:04

本文选题：对外汉语 + 语言工具性　；参考：《曲阜师范大学》2012年硕士论文

【摘要】：工具性是语言的根本特点,语言是文化的载体,同时也十分常用和实用。在对外汉语传播中,对外汉语传播的目的是让世界其他各国的人了解本国语言,进而开始了解本国文化,从而与本国产生情感上的交流沟通。可是目的并不等同于手段,很多对外汉语传播者却忽略了语言的工具性特点,而只重视语言中所蕴含的文化因素。由于对外汉语教育的对象不懂汉语也能非常顺利地生活、工作,所以语言的工具性特点便常常被忽视了。在选择教学手段和教学方法时,对外汉语传播者应把语言的工具性作为一种重要依据。语言工具性的特点主要体现在其实用性和常用性上。在语言的学习及教学过程中,语言的传播者最常训练的便是听、说、读、写的能力,这种反复训练实际上就是语言工具常用性的体现；而语言工具的实用性则体现在对外汉语教育者在教学中常会为学生设置一定的语境,在习得一门新的语言后,便可以使用这种语言进行各种社会活动和人际交往。很多对外汉语教育工作者在授课时,过多推广本国的意识形态,试图通过文化传播来改造学生已多年形成的思想准则及行为方式,这样容易在传播中引起被传播者的抵触情绪,所以对外汉语传播的纯粹性及客观性也是一个非常重要的原则。现在中国的经济、科学技术正在蓬勃发展,中国对世界的影响也越来越大,所以汉语这种语言工具的影响也必然越来越大。这就为对外汉语的传播创造了极好的条件,要切实有效的把握有利的发展时机。鉴于以上情况,本文从对外汉语工具性和对外汉语传播纯粹性的角度来讨论对外汉语教学,并提出一些有益的发展策略。对外汉语教学不是一个短期有效的过程,我们更不应用短期内的收效来看待整个海外汉语教学工作。要从长远来看点滴积累起来的教育的成效。本文所讨论的问题也是如此,它会为今后的汉语教育工作及传播工作打下坚实的基础。
[Abstract]:Instrumentality is the fundamental feature of language, language is the carrier of culture, but also very common and practical. In the communication of Chinese as a foreign language, the purpose of communication of Chinese as a foreign language is to let the people of other countries in the world understand their own language, and then begin to understand their own culture, thus creating emotional communication with their own country. However, the purpose is not the same as the means. Many Chinese communicators ignore the instrumental characteristics of language and only attach importance to the cultural factors contained in the language. Because the object of TCFL can live and work very smoothly without knowing Chinese, the instrumental feature of language is often ignored. When choosing teaching means and teaching methods, the communicators of Chinese as a foreign language should take the instrumental nature of language as an important basis. The characteristics of language instrumentality are mainly embodied in its practicability and common use. In the process of language learning and teaching, the most common training of language communicators is the ability to listen, speak, read and write. This kind of repeated training is in fact the embodiment of the common use of language tools. The practicability of language tools is reflected in the fact that TCFL educators often set up a certain context for students in teaching. After acquiring a new language, they can use the language to carry out various social activities and interpersonal communication. When teaching Chinese as a foreign language (TCFL), many educators promote their own ideology too much and try to reform the ideological norms and ways of conduct that students have formed for many years by means of cultural communication, so that they can easily arouse the resistance of those who have been propagated. Therefore, the pureness and objectivity of Chinese communication as a foreign language is also a very important principle. Now China's economy, science and technology are booming, and China's influence on the world is growing, so the influence of this language tool is bound to grow. This for the dissemination of Chinese as a foreign language to create excellent conditions, to effectively grasp the opportunity for development. In view of the above, this paper discusses the teaching of Chinese as a foreign language from the perspective of instrumentality and pure dissemination of Chinese as a foreign language, and puts forward some useful development strategies. Teaching Chinese as a foreign language is not a short-term effective process. In the long run, it is necessary to accumulate little by little the results of education. The same is true of the problems discussed in this paper, which will lay a solid foundation for the future work of Chinese language education and dissemination.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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