基于语言世界图景理论的汉英明喻成语的对比及教学启示

发布时间：2018-06-04 20:13

本文选题：文化 + 认知　；参考：《鲁东大学》2017年硕士论文

【摘要】：文化的多元性使世界变得更加绚烂多彩,但与此同时文化的差异也给处于不同文化的人们的沟通带来了一定的障碍。当留学生学习汉语的时候,不但受到母语本身的负迁移的影响,还会受到母语文化带来的阻碍。所以在组织汉语作为第二语言教学的过程中,不单单要考虑到对语言本体的研究,也要着眼于语言文化的研究。语言世界图景理论是从认知视角出发的对于语言、思维、现实三者之间的关联的语言学研究。语言世界图景理论从语言事实出发,探究民族文化特点和从语言事实之中所表现出来的不同民族之间思维的差异,为解决跨文化交流中因文化差异而产生的语言学习的困扰带来了全新的视角和探寻解决问题的渠道。可以说,学习一种外语就等同于认识另一个全新的语言世界图景,建立正确的语言世界图景则可以帮助外语学习。明喻成语是成语的重要组成部分,继承了成语所具有的广泛的社会性特征,以及形式上的标准结构,但明喻成语在喻体的选择上还凝聚着独特的民族性,是成语中最能体现民族文化的部分之一。然而,从语言世界图景理论目前的研究结果来看,语言世界图景理论虽然在俄罗斯的语言学界得到了广泛的认可,但我国应用语言世界图景理论对语言现象所进行的分析还比较少,现有的关于语言世界图景的研究多围绕着俄语或者俄汉两种语言的对比而进行,针对汉英两种语言的分析相对匮乏。从成语对比的研究结果来看,目前单独针对明喻成语的对比研究还比较少。本文针对母语为英语的学习者因文化差异而导致的汉语学习的障碍,在语言世界图景理论的指导下,从“人”的认知视角出发将汉英明喻成语的语言世界图景进行分类对比,归纳出汉英明喻成语所呈现的语言世界图景的共性和个性,即形象基础与认知结果都大体相同的部分以及形象基础或认知结果不同的差异性部分,然后找到差异的原因。然后对两种语言明喻成语语言世界图景的差异的原因进行重点探讨。最后从教材编写、教学方法以及外向型学习词典的编写三个方面探讨如何运用汉英明喻成语的语言世界图景帮助以母语为英语的学习者正确理解汉语明喻成语。帮助学习者通过汉英明喻成语语言世界图景的共性和个性,准确地理解汉英明喻成语背后的比喻意义,减少英语国家的学习者在用汉语进行跨文化交际时的不便。同时在汉语作为第二语言教学的过程中减少母语文化负迁移带来的影响,实现不同文化之间的有效沟通,进而推进汉语国际教育事业的发展。
[Abstract]:The diversity of culture makes the world more colorful, but at the same time, cultural differences also bring some obstacles to the communication of people in different cultures. When foreign students learn Chinese, they are not only influenced by the negative transfer of their mother tongue, but also hindered by the culture of their mother tongue. Therefore, in the process of organizing Chinese as a second language, we should not only consider the study of language ontology, but also focus on the study of language culture. The theory of linguistic world picture is a linguistic study on the relevance of language, thinking and reality from a cognitive perspective. From the perspective of linguistic facts, the theory of linguistic world picture explores the differences of national and cultural characteristics and the differences of thinking between different nationalities as shown by linguistic facts. In order to solve the problem of language learning caused by cultural differences in cross-cultural communication, it has brought a new perspective and explored ways to solve the problem. It can be said that learning a foreign language is equivalent to understanding another new language world picture, and establishing a correct language world picture can help foreign language learning. Metonymy idiom is an important part of idiom. It inherits the extensive social characteristics and formal standard structure of idiom, but the choice of metonymy idiom also embodies the unique national character. It is one of the most representative parts of idioms. However, from the current research results of the theory of linguistic world map, although the theory of linguistic world map has been widely recognized in Russian linguists, However, the analysis of language phenomena in our country using the theory of linguistic world map is still relatively few. The existing researches on linguistic world picture mostly focus on the contrast between Russian and Chinese. The analysis of Chinese and English is relatively scarce. From the comparison of idioms, there are few contrastive studies on metonymy idioms. In view of the barriers to learning Chinese caused by cultural differences among native English learners, this paper, under the guidance of the theory of linguistic world picture, classifies and compares the linguistic world picture of Chinese and English metonymy idioms from the perspective of "human" cognition. This paper sums up the commonness and individuality of the world picture of Chinese and English metonymy idioms, that is, the parts of image base and cognitive result are roughly the same, and the different parts of image basis or cognitive result, and then find the reason of the difference. Then, the reasons for the difference between the two languages' metonymy idioms are discussed. Finally, this paper discusses how to make use of the linguistic world picture of Chinese and English metonymy idioms to help native English learners to understand Chinese metonymy idioms correctly from three aspects: textbook compilation, teaching methods and the compilation of export-oriented learning dictionaries. To help learners understand the metaphorical meaning of Chinese and English idioms accurately through the commonness and individuality of the world picture of Chinese and English metonymy idioms so as to reduce the inconvenience for learners in English countries in cross-cultural communication in Chinese. At the same time, in the process of teaching Chinese as a second language, it reduces the negative transfer of mother tongue culture, realizes the effective communication between different cultures, and then promotes the development of Chinese international education.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195

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