基于隐喻理论的对外汉语成语教学研究
发布时间：2018-09-08 21:35
【摘要】：成语教学是对外汉语教学中的重要环节,也是薄弱环节。目前对外汉语领域中对成语教学的研究大多集中于对成语本身的溯源述流,或是对学习者成语使用偏误的分析,从认知隐喻角度出发的研究较少,很少有人关注学习者对隐喻及相关成语的理解认知过程,面向留学生的系统成语教学方法的研究更少。 概念隐喻理论在隐喻和成语之间建立起了紧密的联系,为成语的理解提供了认知依据。将隐喻理论运用到汉语成语教学中,能有效地帮助学生深入理解成语意义和其中的认知思维过程及文化内涵。 本文以概念隐喻理论为框架,论述了隐喻与汉语成语之间的关系；确定了成语的教学范围；分析了结构隐喻类成语、实体隐喻类成语、空间隐喻类成语和数字隐喻类成语的隐喻认知机制及意义解读；之后通过调查了解了留学生学习成语的情况和教师的教学情况,并以隐喻理论中最重要的空间隐喻为例,考察了留学生对汉语隐喻的理解情况；进而以空间隐喻类成语为例,通过认知实验考察了空间词隐喻义的引入对学生理解成语产生的作用,分析了学生理解不同隐喻义的难易程度及相关因素；在调查和实验的基础之上,运用隐喻理论展开了成语教学的实验研究,考察了教学方法的可行性和有效性,并从中发现教学中存在的问题；最后探讨了本研究给成语教学带来的启示,以期推动隐喻理论在成语教学领域的进一步运用,以及隐喻式教学方法在成语系统教学中的进一步实践。
[Abstract]:Idiom teaching is an important and weak link in teaching Chinese as a foreign language. At present, the researches on idiom teaching in the field of TCFL are mostly focused on the tracing of idioms themselves, or on the analysis of errors in the use of idioms by learners, but there are few researches from the perspective of cognitive metaphor. Little attention has been paid to the cognitive process of learners' understanding of metaphor and related idioms, and there has been less research on systematic idiom teaching methods for foreign students. Conceptual metaphor theory establishes a close connection between metaphor and idiom and provides cognitive basis for idiom understanding. The application of metaphor theory to the teaching of Chinese idioms can effectively help students understand the meaning of idioms, the cognitive thinking process and the cultural connotations of idioms. Based on the conceptual metaphor theory, this paper discusses the relationship between metaphor and Chinese idioms, determines the teaching scope of idioms, analyzes structural metaphorical idioms, substantive metaphorical idioms, The cognitive mechanism and meaning of spatial metaphorical idioms and digital metaphorical idioms are analyzed, and then the situation of foreign students learning idioms and teachers' teaching is investigated, and the most important spatial metaphor in metaphor theory is taken as an example. This paper examines the understanding of Chinese metaphors by foreign students, and then, taking spatial metaphorical idioms as an example, explores the effect of the introduction of spatial metaphorical meanings on students' understanding of idioms through cognitive experiments. On the basis of investigation and experiment, the author makes an experimental study of idiom teaching with metaphorical theory, and investigates the feasibility and effectiveness of teaching methods. Finally, the author discusses the implications of this study for idiom teaching in order to promote the further application of metaphor theory in idiom teaching. And the further practice of metaphorical teaching in idiom teaching.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
本文编号：2231767
[Abstract]:Idiom teaching is an important and weak link in teaching Chinese as a foreign language. At present, the researches on idiom teaching in the field of TCFL are mostly focused on the tracing of idioms themselves, or on the analysis of errors in the use of idioms by learners, but there are few researches from the perspective of cognitive metaphor. Little attention has been paid to the cognitive process of learners' understanding of metaphor and related idioms, and there has been less research on systematic idiom teaching methods for foreign students. Conceptual metaphor theory establishes a close connection between metaphor and idiom and provides cognitive basis for idiom understanding. The application of metaphor theory to the teaching of Chinese idioms can effectively help students understand the meaning of idioms, the cognitive thinking process and the cultural connotations of idioms. Based on the conceptual metaphor theory, this paper discusses the relationship between metaphor and Chinese idioms, determines the teaching scope of idioms, analyzes structural metaphorical idioms, substantive metaphorical idioms, The cognitive mechanism and meaning of spatial metaphorical idioms and digital metaphorical idioms are analyzed, and then the situation of foreign students learning idioms and teachers' teaching is investigated, and the most important spatial metaphor in metaphor theory is taken as an example. This paper examines the understanding of Chinese metaphors by foreign students, and then, taking spatial metaphorical idioms as an example, explores the effect of the introduction of spatial metaphorical meanings on students' understanding of idioms through cognitive experiments. On the basis of investigation and experiment, the author makes an experimental study of idiom teaching with metaphorical theory, and investigates the feasibility and effectiveness of teaching methods. Finally, the author discusses the implications of this study for idiom teaching in order to promote the further application of metaphor theory in idiom teaching. And the further practice of metaphorical teaching in idiom teaching.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
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