三字格惯用语的语言文化特点及在对外汉语教学中的应用

发布时间：2018-06-27 07:28

本文选题：三字格惯用语 + 文化特点　；参考：《天津师范大学》2017年硕士论文

【摘要】：由于中华民族深厚的文化底蕴,汉语产生和发展也将文化包蕴其中。特别是中国文化中的民俗文化,即普通人民群众在日常生活中创造与躬行实践的物质的,精神的文化,真实地反映了社会经济,制度的形态,人们的行为,心理状态。同时,民俗文化也随着社会政治、经济以及制度的变迁进行着更迭和演进。在这个不断演进的过程中,惯用语作为民俗文化的载体,生动地记录下了这个过程,反映出了中国人鲜明的思想观念特点和文化习俗以及变迁。对于语言学习者来说,了解所学语言的文化特点,可以更好地理解语言的来源及使用背景,从而促进语言的学习,减少文化背景的缺失对跨文化交际带来的不利影响。中国有几千年的文明,又是一个各民族不断融合的国家,同时经历了许多历史的更迭。在这个绵长的历史进程中,民间风俗文化在改变,语言也在不断地随之演变,尤其是惯用语,它来源于民间生活并留存使用至今,由人们口口相传,在不断的沉淀和更新的过程中呈现愈加丰富的状态。而汉语学习者由常常会仅根据字面含义理解,导致理解有偏差,在交流中遇到很多阻碍。了解了惯用语所蕴含的语言文化内含,可以在促进汉语学习者理解并正确使用惯用语的同时,激发学习者的学习动机,将原本枯燥的语言课堂加入趣味性。此外,中国文化将在语言学习的同时以“润物细无声”的方式进入学习者的认知体系,在之后的学习中反过来更好地促进语言的学习。但是,目前惯用语的研究大多集中在本体研究,对外汉语教学方面的研究又大部分着重分析教学现状的不足之处和改进的建议,很少有具体指导教学和应用的研究。在一线教学中,教师大多对惯用语教学的重要程度认知不足,另外又缺少合适的教学大纲和教材,在教材中出现的惯用语通常也只是进行简单注释,并没有对其文化内涵有针对性的讲解,通常零散出现,不成系统,造成学生记忆困难且容易遗忘。对于汉语教师来说,汉语教学内容庞杂,教学负担较重。在缺少直接指导教学的教材和文献的情况下,惯用语教学依然是教学中很困难的一个部分。此外,由于惯用语的划界问题在学界仍有争论,而三字格形式的惯用语占惯用语的大部分,且最具有代表性,学者们基本可以达成共识,不容易让学生混淆。另外,对于初级学习者来说,三字格作为字数最少的惯用语,可以减少学生的记忆和使用负担,增加学生学习的动力和兴趣。因此,本文旨在从三字格惯用语的语言文化特点的角度入手,对适合对外汉语课堂教学的惯用语进行筛选和分析探讨,以期能够对惯用语的课堂教学有实际有效的指导和参考意义。
[Abstract]:Due to the profound cultural heritage of the Chinese nation, Chinese language production and development will also include culture. In particular, the folk culture in Chinese culture, that is, the material and spiritual culture that the ordinary people create and practice in their daily life, truly reflects the social economy, the form of the system, the behavior and the psychological state of the people. At the same time, folk culture also changes and evolves with the changes of social politics, economy and institution. In this evolving process, idioms, as carriers of folk culture, vividly record this process, reflecting the distinct ideological characteristics, cultural customs and changes of the Chinese people. For language learners, understanding the cultural characteristics of the language they have learned can better understand the source and use background of the language, thus promoting language learning and reducing the negative impact of the lack of cultural background on cross-cultural communication. China has thousands of years of civilization, but also a country of continuous integration of ethnic groups, and has experienced many historical changes. In this long historical process, folk customs and culture are changing, and language is constantly evolving, especially idioms, which come from folk life and remain in use, and are passed from word of mouth to the present. In the process of continuous precipitation and renewal presents a richer state. However, Chinese learners often only understand according to the literal meaning, which leads to the deviation of understanding, and they encounter a lot of obstacles in communication. Understanding the cultural and linguistic implications of idioms can promote Chinese learners' understanding and correct use of idioms at the same time stimulate learners' motivation and add interest to the boring language classroom. In addition, Chinese culture will enter the learners' cognitive system in the way of "nourishing all things silently" while learning language, which in turn will better promote language learning in the future. However, at present, the study of idioms mostly focuses on the ontology, and the research on teaching Chinese as a foreign language focuses on the analysis of the deficiencies of the teaching situation and the suggestions for improvement, and there are few specific studies to guide the teaching and application. In front-line teaching, most teachers do not know enough about the importance of idiom teaching, in addition, they lack suitable syllabus and teaching materials. The idioms appearing in the teaching materials are usually simply annotated. There is no specific explanation of its cultural connotation, usually scattered, not systematic, resulting in students memory difficulties and easy to forget. For Chinese teachers, the content of Chinese teaching is heavy and the burden of teaching is heavy. In the absence of teaching materials and documents, idiom teaching is still a difficult part of teaching. In addition, since the delimitation of idioms is still controversial in academic circles, and the idioms in the form of three-character cases account for the majority of idioms, and are the most representative, scholars can basically reach a consensus, which is not easy for students to confuse. In addition, as the least word-number idiom, three-character space can reduce students' memory and use burden, and increase students' motivation and interest in learning. Therefore, the purpose of this paper is to screen and analyze the idioms suitable for teaching Chinese as a foreign language from the perspective of the linguistic and cultural characteristics of three-character idioms. In order to provide practical and effective guidance and reference to the classroom teaching of idioms.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195

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