日本学生汉语社会称呼语的使用偏误分析

发布时间：2018-06-20 05:09

本文选题：称呼语 + 偏误分析　；参考：《华中师范大学》2012年硕士论文

【摘要】：称呼语是人际交流沟通中的重要部分,大方得体的称呼不仅能体现说话人的涵养,还是有效沟通的重要润滑剂；反之,不恰当的称呼可能会破坏谈话的气氛、甚至造成误解最终不欢而散。随着中国经济的飞速发展,国力日益强大,在一衣带水的邻国日本,越来越多的学生、在职人员开始学习汉语,作为交际先锋官的称呼语是对外汉语教学中一个必不可少的内容。中日两国在交际中都十分讲究礼貌原则,在谈话中通过称呼方式来表现对听话人的尊敬、情感亲疏。但是由于两国的文化背景和思维方式不同,日本人在学汉语的过程中容易受母语及母文化的干扰,在使用称呼语时易产生偏误,使会话不能顺利进行甚至相互误解对方。本文试通过探讨汉语社会称呼语的特点,与日语社会称呼语进行对比研究,寻求中日姓名称呼语、拟亲属称呼语、职衔称呼语、通用社交称呼语和零称呼语的异同。通过分析日本学生现代汉语社会称呼语的使用情况的调查问卷,探究了产生偏误的原因。从母语干扰、文化差异、知识盲点、教师因素和教材因素五个方面开展了讨论。最后,从对日本学生汉语称呼语教学的角度出发,提出在教学过程中要遵循科学性、实用性的原则,教学内容上要贴近生活、时效性强；活学活用、实用性强；强化情景、趣味性强；量体裁衣,针对性强。教材编排要遵循从易到难,循序渐进的原则,建议从初级、中级和高级三个阶段来编写社会称呼语教材。在初级阶段,按照常用寒暄语、初级社交称呼语、姓名称呼语、拟亲属称呼语、职衔称呼语、零称呼语的顺序进行教学；中级阶段重点关注语用的正确性,介绍称呼策略；高级阶段注重称呼语的系统教学,让学生对社会称呼语有一个整体的系统的认识。
[Abstract]:Address terms are an important part of interpersonal communication. A decent address can not only reflect the speaker's self-cultivation, but also an important lubricant for effective communication. On the contrary, inappropriate address may damage the atmosphere of the conversation. It even caused misunderstandings to end up. With the rapid development of China's economy and increasingly strong national strength, more and more students and working staff began to learn Chinese in Japan, a neighboring country with a narrow strip of water. As the vanguard of communication, the address is an essential content in teaching Chinese as a foreign language. Both China and Japan pay great attention to the principle of politeness in communication. However, due to their different cultural backgrounds and modes of thinking, Japanese people are susceptible to the interference of their mother tongue and mother culture in the process of learning Chinese, and are prone to errors in the use of address terms, which makes the conversation difficult and even mutual misunderstanding. This paper attempts to explore the characteristics of Chinese social address terms, and make a comparative study with Japanese social address terms to find the similarities and differences between Chinese and Japanese names, pseudo kinship, job title, general social address and zero address. By analyzing the questionnaire of Japanese students' use of social address terms in modern Chinese, this paper probes into the causes of errors. This paper discusses the interference of mother tongue, cultural difference, knowledge blind spot, teacher factor and textbook factor. Finally, from the point of view of Japanese students' teaching of Chinese address language, it is proposed that the teaching process should follow the principles of science and practicability, the teaching content should be close to life, the timeliness is strong, the learning is active, the practicability is strong, and the situation should be strengthened. Strong interest; tailoring, strong pertinence. The textbook arrangement should follow the principle of from easy to difficult, step by step, and it is suggested to compile the teaching material of social address form three stages: primary, intermediate and advanced. In the primary stage, teaching is carried out according to the order of common greeting, primary social address, name address, pseudo kinship address, job title address, zero address, intermediate stage focuses on pragmatic correctness and introduces address strategy. The advanced stage pays attention to the systematic teaching of address terms, which enables students to have a systematic understanding of social address terms.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】