对外汉语初级口语教材中隐形文化分析

发布时间：2018-04-28 22:09

本文选题：初级口语 + 教材　；参考：《陕西师范大学》2012年硕士论文

【摘要】：语言是文化的载体,每一个民族的语言都代表了一种文化。所以,要学习和理解该民族的语言,应该相应了解该语言所包含的文化含义。对外汉语教学作为一种第二语言教学,从汉语学习的层面来说,文化的学习不仅离不开语言的学习,更能促进语言的学习,两者是相辅相成的。目前,对外汉语教学界已经普遍认同在语言教学中需要进行文化教学这一观点。可是,在对外汉语教学中具体哪个阶段进行文化教学,或者在语言教学中如何把握文化教学的度的问题,至今学术界仍然有不同的见解。学习任何一门语言,“说”始终是其核心和基础部分。对于水平较低的汉语初学者来说,口语学习主要依赖于对教材的模仿。一本好的对外汉语教材不仅能够激起学习者的学习兴趣,而且能够通过教材,为留学生展示中国人的思维习惯、表达方式、伦理观念、价值取向等一系列的文化范畴。所以,要处理好教材中文化摄入的问题。尤其要把握好度的问题。摄入太多的文化因素,会挤掉初学者学习语言所必须的时间。摄入太少,又会造成初学者对隐含在交际语言的文化知识认识不够,容易造成误解,影响正常的交际。本文选用《发展汉语初级口语》教材为研究对象,将隐含在初级口语教材中的文化,称为“隐形文化”,并对“隐形文化”的概念加以界定。旨在对口语教材中隐藏在词汇、课文话题层面中隐形文化进行分析。同时,结合口语教学,提出“隐形文化”的教学原则及方法。从而指出,在初级口语教材中,语言与文化的关系应该是“相互渗透”、“包含与被包含”的关系。这样的编排有利于初学者快速的学会日常交际表达,并适时的在语言学习的同时,发现和习得其中所包含的隐形文化。本文的创新之处包括以下几个方面。1、本文提出了“隐形文化”的含义即隐含在初级口语教材中的文化因素。2、以《发展汉语初级口语》教材为研究对象,对教材中词汇、课文话题方面涉及的隐形文化进行分析。3、结合教材对话题编排顺序提出了3个原则。4、本文在最后将教材与教学相结合,探讨隐形文化的教学方法。对外汉语教学是一种语言教学也是一种文化教学。在教学实践过程中,尤其是初级口语阶段,如何在语言教学中,适当地、有机地、有目的地渗入教材中的隐形文化,这将是我们今后研究的难点。也是本文在研究方面的不足之处。
[Abstract]:Language is the carrier of culture. The language of every nation represents a culture. Therefore, to learn and understand the language of the people, we should understand the cultural meaning of the language. As a second language teaching, culture learning is not only inseparable from language learning, but also promotes language learning. At present, the field of teaching Chinese as a foreign language has generally agreed that culture teaching should be carried out in language teaching. However, the academic community still has different views on the specific stage of culture teaching in teaching as a foreign language or how to grasp the degree of culture teaching in language teaching. Learning any language, speaking is always its core and basic part. For the lower level Chinese beginners, oral English learning mainly depends on the imitation of textbooks. A good textbook of Chinese as a foreign language can not only arouse the learners' interest in learning, but also show the Chinese students a series of cultural categories, such as Chinese thinking habits, expressions, ethics, value orientation and so on. Therefore, we should deal with the problem of cultural intake in textbooks. In particular, we must grasp the problem of degree. Ingestion of too many cultural factors can crowd out the time required for beginners to learn a language. Too little intake will result in the beginners' understanding of the cultural knowledge in the communicative language is not enough, which will easily cause misunderstanding and affect the normal communication. In this paper, the author chooses the textbook "developing Chinese Primary Oral language" as the research object, and defines the concept of "invisible culture" by referring to the culture hidden in the primary spoken language textbook. The purpose of this paper is to analyze the hidden culture in vocabulary and text topics in spoken English textbooks. At the same time, combined with oral teaching, the teaching principles and methods of "invisible culture" are put forward. It is pointed out that the relationship between language and culture should be "mutual penetration" and "inclusion and inclusion" in primary spoken English textbooks. This arrangement is helpful for beginners to learn how to communicate quickly, and to discover and acquire the hidden culture at the same time of language learning. The innovation of this paper includes the following aspects. 1. This paper puts forward the meaning of "invisible culture", that is, the cultural factors implied in the primary spoken language teaching material. Taking the textbook "developing the Primary spoken Chinese" as the object of study, this paper makes a study of the vocabulary in the textbook. Based on the analysis of the invisible culture involved in the topic of the text, the author puts forward three principles. 4. Combining the teaching materials with the teaching materials, this paper discusses the teaching methods of the invisible culture. Teaching Chinese as a foreign language is a kind of language teaching and culture teaching. In the process of teaching practice, especially in the primary oral stage, how to infiltrate the invisible culture in the teaching materials appropriately, organically and purposefully in the language teaching process will be the difficulty for us to study in the future. It is also the deficiency of this paper in the research.
【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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