留学生汉语人体器官量词习得调查及教学研究

发布时间：2018-06-25 17:36

本文选题：人体器官量词 + 汉语教程　；参考：《重庆师范大学》2017年硕士论文

【摘要】：学界对人体器官量词的研究尚未深入,现有的研究成果也未能很好地结合对外汉语教学进行探讨。因此,本文对人体器官量词的称法和界定作出自己的理据说明,以《汉语教程(一年级)》(修订版:语言技能类)的10个人体器官量词(分别是:口、身、眼、首、脸、手、头、股、耳朵、面)作为研究对象,结合重庆师范大学国际汉语文化学院的60位留学生的人体器官量词习得情况进行分析。分别从语义特点、语法搭配、语用效果三个方面进行分析,并在此基础上给出三点教学设计原则。进而以人体器官量词“眼”为例,分别给出人体器官量词“眼”初级、中级、高级的教学设计。首先,根据《汉语教程》的10个人体器官量词而设计的调查问卷,旨在探讨不同阶段的留学生对人体器官量词的知晓情况和习得情况。就知晓情况而言,各个水平阶段的留学生对人体器官量词的知晓度最低,特别度最高;就习得情况而言,对人体器官量词的分类习得率高,搭配习得率低。其次,针对这十个人体器官量词的语义特点(指称性、可附性、可容性、工具性)、语法搭配(人体器官名量词、人体器官动量词)和语用效果(修辞功能、表量要求)进行统计和分析,并在此基础上提出人体器官量词教学设计的三条原则。即:重视人体器官量词的文化特征;突出人体器官量词教学的重点与难点;关注人体器官量词教学的整体性与渐进性。最后,选择《汉语教程》中出现次数、复现率、特别度分别最高(仅次于“口”)的人体器官量词——“眼”,从教学重点、教学方法和教学环节三个方面着手,分别给出人体器官量词“眼”初级、中级、高级的教学设计。初级阶段的教学设计以人体器官名量词“眼”为教学重点,以图片法突出“指称性”的教学内容。中级阶段的教学设计以人体器官动量词为教学重点,用情景法、动作法突出“工具性”的教学内容。高级阶段的教学设计以人体器官动量词“眼”的语法搭配为教学重点,用情境法、动作法、图片法的教学方法突出“眼”与不同动词搭配的差异。
[Abstract]:The research on human organ quantifier has not been deeply studied, and the existing research results have not been well combined with the teaching of Chinese as a foreign language. Therefore, this paper makes its own explanation on the method and definition of the body organ quantifier, and 10 human organs quantifiers (the Revised Edition: language skill class). Oral, body, body, eye, head, face, hand, head, stock, ear, face) are used as the research object, combined with the analysis of the human body quantifier acquisition of 60 foreign students from the international Chinese Culture Institute of Chongqing Normal University, respectively from the three aspects of semantic features, grammatical collocation and pragmatic effects, and on this basis, give three principles of teaching design. Taking the human organ Quantifier "eye" as an example, the human organ Quantifier "eye" primary, intermediate and advanced teaching design is given respectively. First, the questionnaire designed according to the 10 human organs quantifiers in the Chinese course is designed to explore the knowledge and acquisition of the body organ quantifiers at different stages of the students. At all levels, students in various levels have the lowest awareness of human organ quantifiers, with the highest degree of special degree. In the case of acquisition, the acquisition rate of human organ quantifiers is high and collocation acquisition is low. Secondly, the semantic features of the ten human organ quantifiers (referential, admissible, capacitive, instrumentality), and grammatical collocation (body organ name) The quantifier, the body organ momentum word) and the pragmatic effect (the rhetorical function, the quantity requirement) to carry on the statistics and analysis, and on this basis put forward three principles of the body organ quantifier teaching design. That is, pay attention to the cultural characteristics of the body organ quantifier, highlight the emphasis and difficulty of the teaching of the body organ quantifier, and pay attention to the integrity of the teaching of the body organ quantifier. Finally, we choose the number of appearance, the repetition rate in the Chinese course, the rate of repetition, and the "eye", which is the highest (second only to "mouth"). From the three aspects of teaching focus, teaching methods and teaching links, the primary, intermediate and advanced teaching design of the human organ quantifier is given respectively. The design takes the "eye" as the focus of the human body's name quantifier and highlights the teaching content of "referential" by the picture method. The intermediate stage teaching design focuses on the momentum words of the body organs, and highlights the "instrumental" teaching content with the scene method and the action method. The advanced stage teaching design is the "eye" language of the momentum word of the human body. The way of collocation is the emphasis of teaching, and the teaching method of situational method, action method and picture method emphasize the difference between "eye" and different verb collocation.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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