初级汉语教学阶段留学生文化依附研究

发布时间：2018-02-13 03:16

本文关键词： 初级汉语教学跨文化交际文化依附交际能力　出处：《陕西师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：文化依附矛盾在汉语学习的过程中是不可避免的,在初级阶段体现得尤为明显。处在汉语学习零起点及初级阶段的留学生,对汉语和中国文化知之甚少,在中国学习、生活会遇到诸多的文化差异。刚进入汉语环境,留学生会产生一定程度的不适应,乃至出现文化休克现象。研究留学生是怎样处理这种不适应,怎样选择文化依附策略来进行跨文化交际；研究汉语教师面对学生的跨文化交际障碍和对汉语文化的不适应,又是怎样选择跨文化交际策略；这些问题对初级汉语学习阶段的教学理念和教学方法都有一定的指导意义。本文通过分析初级汉语学习阶段留学生和教师的文化依附状态和跨文化交际矛盾,以及师生双方的策略选择,意图能找到合理的处理文化依附矛盾的原则和方法。以使教师在教学过程中,成功地进行汉语的文化导入,培养留学生依附汉语文化的兴趣,让他们学会使用汉语来表达他们的民族文化；同时进一步培养留学生的跨文化交际意识,以肯定、开放、宽容的心态对待异质文化；确保跨文化交际的顺利进行和教学任务的顺利完成,在习得汉语的同时,也习得跨文化交际的能力。本文的分析是在对学习初级汉语的留学生和进行初级汉语教学的教师进行调查的基础上进行的。文章分析了在语言习得过程、跨文化交际过程中出现的文化依附现象及由此产生的跨文化交际矛盾；以及初级汉语学习阶段留学生和教师,针对在教、学过程中为了达到良好的语言学习目的和进行成功的跨文化交际自觉或者不自觉选择的文化依附策略。随着学习进程的推移、汉语水平的提高,也试图分析留学生与汉语教师在文化依附策略的选择上的改变。在研究分析的基础上,试图寻找、提出在汉语作为第二语言教、学过程中,解决文化依附矛盾和跨文化交际矛盾的有效方法。本文的研究既着眼于课堂活动中的言语交际,也对非言语交际带来的文化依附问题进行解释、研究。启发初级汉语教学的教师就对异质文化应持何种态度；就怎样改进教学方法,更好地进行文化导入和怎样运用得体的文化、言语行为与教学对象相处等这些问题进行一定的思考。同时培养教师自身的跨文化交际意识,克服本族文化干扰,在教授语言的同时,将汉语文化知识转化为学生的跨文化交际能力,构建一种和谐的跨文化交际观。
[Abstract]:The contradiction of cultural attachment is inevitable in the process of learning Chinese, especially in the primary stage. Students who are at the beginning and beginning of Chinese learning have little knowledge of Chinese and Chinese culture, and study in China. There are many cultural differences in life. As soon as they enter the Chinese language environment, foreign students will have a certain degree of inadaptability, and even the phenomenon of cultural shock. How to choose the strategy of cultural attachment to carry on cross-cultural communication, to study how Chinese teachers choose cross-cultural communication strategies in the face of students' cross-cultural communication obstacles and to adapt to Chinese culture; These questions have certain guiding significance to the teaching idea and teaching method of the primary Chinese learning stage. This paper analyzes the cultural attachment state and the intercultural communication contradiction between the foreign students and the teachers in the primary Chinese learning stage. As well as the choice of strategies between teachers and students, it is intended to find out the principles and methods of dealing with cultural attachment contradictions reasonably, so that teachers can successfully introduce Chinese culture in the process of teaching, and cultivate the interest of foreign students in relying on Chinese culture. Let them learn to use Chinese to express their national culture, at the same time to further develop the cross-cultural communication awareness of foreign students, with a positive, open, tolerant attitude towards the heterogeneous culture; To ensure the smooth progress of cross-cultural communication and the successful completion of teaching tasks, while learning Chinese, but also to acquire the ability of cross-cultural communication. The analysis of this paper is based on the investigation of the foreign students studying primary Chinese and the teachers who teach the primary Chinese. The paper analyzes the process of language acquisition. The phenomenon of cultural attachment in the process of cross-cultural communication and the resulting contradiction in cross-cultural communication, as well as the foreign students and teachers in the primary stage of learning Chinese, are aimed at teaching. In the process of learning, in order to achieve a good goal of language learning and to make successful intercultural communication consciously or unconsciously choose the strategy of cultural attachment. As the learning process goes on, the level of Chinese improves. It also tries to analyze the changes in the choice of cultural attachment strategies between foreign students and Chinese teachers. On the basis of the research and analysis, the author tries to find and propose that in the process of learning Chinese as a second language, This paper focuses on both the verbal communication in classroom activities and the cultural attachment problem caused by non-verbal communication. Research. Enlighten the teachers of primary Chinese teaching what attitude to the heterogeneous culture, how to improve the teaching method, how to better carry out the culture introduction and how to use the appropriate culture. At the same time, we should train teachers' awareness of cross-cultural communication, overcome the interference of their own culture, and teach language at the same time. By transforming Chinese cultural knowledge into students' intercultural communicative competence, a harmonious view of cross-cultural communication is constructed.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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