韩国留学生汉语称呼语习得研究及其教学

发布时间：2018-03-02 06:00

本文关键词： 韩国留学生汉语称呼语习得对外汉语教学　出处：《吉林大学》2012年硕士论文　论文类型：学位论文

【摘要】：学习任何一种语言的基础阶段都会涉及到学习其称呼语的使用规则。恰当的称呼是保证交际成功和情感沟通的先决条件，，反之则会使交际活动难以得体、顺利的进行。汉语称呼语反映了中国社会心理、价值观的变迁，折射了中国数千年的文化积淀。汉语称呼语分类复杂、种类繁多，于此同时，在国内的对外汉语教学中，对称呼语举例的不足以及教材的滞后性和教师对此类偏误的宽容态度，更让留学生在习得称呼语时屡屡出现错误。初到中国的留学生便遭遇了称呼语这个“拦路虎”，称呼语的学习也成为了留学生在现实交际中的第一道语言难关。韩国和中国在地理位置上一衣带水，和日本、越南一样都属于汉字文化圈，历史上一直受到儒家文化的深刻影响，最是注重礼仪，因此产生了丰富多彩甚至错综复杂的称呼语。称呼语随着时间的流逝有些被摒弃，有些则沉积下来和文化成为一体，所以称呼语的使用情况也就反映了本民族的文化，这种固定的表达方式同时也折射出人们之间的社会关系。目前在我国东北地区留学人数最多的是日韩和东南亚的留学生，本文对韩国留学生习得汉语称呼语言语行为的情况进行调查研究，总结规律，服务教学。本文首先对现代汉语称呼语进行了整体概述，在前人的基础上归纳总结了定义，结合《新汉语水平考试大纲HSK（1-6级）》对汉语称呼语进行了分类，详尽的分析了影响汉语称呼语策略选择的因素。由于《目标汉语》词汇部分都有韩语翻译，是适合零起点韩国留学生自学或者作为对外汉语教学教材，因此本文选取其作为研究对象，分析了教材中出现的称呼语。在此基础上，自行设计调查问卷，利用问卷对中、韩学生的汉语称呼语的使用频度及对称呼语礼貌程度的评价进行调查，通过分析问卷，发现了韩国留学生在使用汉语称呼语时不同于母语使用者之处。最后从课堂教学的重要元素：教师、教材、学生三个方面为教学提供一定的建议和启示。文章通过记录、分析研究中国人的日常使用称呼语的情况，从而总结出留学生使用称呼语行为的参考模式，弥补留学生习得上的不足。经过分析因为不了解中国的传统文化习惯以及个体的差异而出现的一些语用失误，得出一些教学上的启示和建议，使我们能够更有针对性、更有效地培养和提高留学生习得汉语的语用能力，从而促进对外汉语教学事业向前不断地进步。
[Abstract]:The basic stage of learning any language involves learning the rules for the use of its address. Proper address is a prerequisite for successful communication and emotional communication, and vice versa makes it difficult for a communicative activity to be appropriate. The Chinese address language reflects the changes of Chinese social psychology and values, and reflects the cultural accumulation in China for thousands of years. The classification of Chinese address forms is complex and varied. At the same time, in the domestic teaching of Chinese as a foreign language, The shortcomings of the examples of address forms, the lag of teaching materials and the tolerant attitude of teachers towards such errors, Foreign students often make mistakes in the acquisition of address forms. Foreign students who first come to China have encountered this "roadblock", and the learning of address forms has become the first language difficulty for foreign students in practical communication. South Korea and China, like Japan and Vietnam, belong to the cultural circle of Chinese characters in a narrow strip of water in their geographical location. Historically, they have been deeply influenced by Confucian culture and have paid the most attention to etiquette. As a result, there are rich and even intricate forms of address, some of which have been abandoned with the passage of time, and others have been deposited into one with culture, so the use of address terms reflects the culture of the nation. This fixed expression also reflects the social relations between people. At present, the largest number of students studying in Northeast China are students from Japan, South Korea and Southeast Asia. This paper investigates the acquisition of Chinese address language by Korean students, summarizes the rules and serves the teaching. This paper first summarizes the modern Chinese address terms, summarizes the definition on the basis of predecessors, and classifies Chinese address terms according to "New Chinese level Test outline HSK(1-6 level)". This paper analyzes in detail the factors that influence the choice of Chinese address strategies. As the target Chinese vocabulary has Korean translation, it is suitable for Korean students to study independently or to be used as teaching materials for teaching Chinese as a foreign language. Therefore, this paper chooses it as the research object, and analyzes the address terms in the textbook. On this basis, we design the questionnaire, and use the questionnaire pair. The frequency of Chinese address use and the evaluation of address politeness were investigated by Korean students. Finally, the author finds out that Korean students are different from native speakers in using Chinese address forms. Finally, some suggestions and revelations are provided from three aspects of classroom teaching: teachers, textbooks and students. Through recording, this paper analyzes and studies the situation of Chinese people's daily use of address terms, and sums up the reference mode of the behavior of using address terms for foreign students. Through the analysis of some pragmatic failures due to lack of understanding of Chinese traditional cultural habits and individual differences, some enlightenment and suggestions on teaching can be obtained so that we can be more targeted. It is more effective to cultivate and improve the pragmatic ability of foreign students to acquire Chinese, thus promoting the development of teaching Chinese as a foreign language.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3

【引证文献】