蒙古国留学生汉语成语的习得与教学策略

发布时间：2018-04-02 09:50

本文选题：成语教学　切入点：对蒙汉语教学　出处：《内蒙古师范大学》2012年硕士论文

【摘要】：词汇教学是汉语教学中的主要环节，近年来“强化词汇教学，淡化句法教学”己成为对外汉语教学界主流的共识。而汉语成语作为汉语的精华，凝聚着中华民族的智慧与文化，成为中国人喜闻乐见的一种表达形式。因此蒙古国留学生在进入中高级阶段后接触和学习汉语成语既是提高汉语水平所需，又是了解中国传统文化的一个好的平台，同时蒙古国留学生对汉语成语的掌握情况也可以作为衡量他们汉语水平的重要尺度之一，所以说成语教学在对蒙汉语词汇教学中占有特殊的地位。但目前汉语成语的教学在对蒙汉语教学界并没有引起足够重视，根据本文的统计，蒙古国留学生所习得的汉语成语数量远远低于汉语母语学习者。本文通过对蒙古国留学生汉语成语的输入情况、输出情况以及习得偏误分析三个方面的考察基本上了解了当前对蒙汉语成语教学及蒙古国留学生汉语成语习得的现状。在输入方面，我们对蒙古国留学生的汉语成语习得要求相对偏低，不符合成语普遍应用的实际，也忽视了蒙古国留学生的汉语成语学习需求，，低估了他们的学习能力。输出方面，蒙古国留学生的汉语成语运用很少，与大体相同程度水平的中国初中生的成语运用有不小的差距而且成语运用偏误遍及成语形式、语义、语法及语用各个方面。蒙古国留学生汉语成语习得的这种现状最主要是由对外汉语成语教学的不准确定位造成的，正是这种不准确的定位导致了我们在汉语水平考试、汉语教材编写、教学方面的种种不足。因此，笔者认为首先应确立汉语成语教学在中高级阶段蒙古国留学生的汉语教学中的重要地位，在此基础上，以分层次教学为教学原则，从汉语成语形式、语义、语法及语用的四个方面全面展开对蒙汉语成语的教学，采用各种教学方法及策略循序渐进地推进成语教学，提高蒙古国留学生汉语成语习得的总体水平。
[Abstract]:Vocabulary teaching is the main link in Chinese teaching. In recent years, "strengthening vocabulary teaching and desalting syntax teaching" has become the mainstream consensus in the field of teaching Chinese as a foreign language. As the essence of Chinese, Chinese idioms condense the wisdom and culture of the Chinese nation. Therefore, it is necessary for Mongolian students to contact and learn Chinese idioms after entering the middle and advanced stage, and is also a good platform for understanding Chinese traditional culture. At the same time, Mongolian students' mastery of Chinese idioms can also be used as an important measure of their Chinese proficiency. Therefore, idiom teaching plays a special role in the vocabulary teaching of Mongolian Chinese. However, at present, the teaching of Chinese idioms has not been paid enough attention to in Mongolian Chinese teaching. According to the statistics of this paper, The number of Chinese idioms acquired by Mongolian students is much lower than that of native Chinese learners. Based on the input of Mongolian students' Chinese idioms, The current situation of Chinese idiom teaching in Mongolia and the acquisition of Chinese idioms by foreign students in Mongolia are studied in three aspects: the output and the analysis of acquisition errors. The acquisition requirement of Chinese idioms for Mongolian students is relatively low, which is not in line with the general application of Chinese idioms, and neglects the needs of Mongolian students in learning Chinese idioms, thus underestimating their learning ability and output. The usage of Chinese idioms of Mongolian students is very few, which is far from that of Chinese junior high school students to the same degree, and the idiom application errors are widespread in idiom form, semantics, grammar and pragmatics. The current situation of acquisition of Chinese idioms by Mongolian students is mainly caused by the inaccurate orientation of teaching Chinese idioms as a foreign language. Deficiencies in teaching. Therefore, the author thinks that the teaching of Chinese idioms should first establish the important position of Chinese idiom teaching in the middle and advanced stage of Mongolian students' Chinese teaching. On the basis of this, taking the hierarchical teaching as the teaching principle, from the form of Chinese idioms, the meaning of Chinese idioms. Four aspects of grammar and pragmatics have been carried out in the teaching of Mongolian Chinese idioms, and various teaching methods and strategies have been adopted to promote the teaching of Chinese idioms step by step, so as to improve the overall level of acquisition of Chinese idioms by Mongolian students.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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