母语为英语的留学生汉语存现句教学的认知探索

发布时间：2018-07-15 07:56

【摘要】：存现句是汉语日常交际中的常用句型之一，是语法学界研究讨论的热点句型，在对外汉语教学中它也是教学中的重点。为了达到良好的教学效果，需要用最新的语言学知识和较好的教学方法进行存现句研究和存现句教学。汉英两种语言都有存现句，以汉英两种语言为母语的人由于语言环境差异、认知差异和文化差异而存在语言表达上的差异，，这种差异表现在对事物观察的顺序、对所表达的事物焦点定位等方面。就是这些差异会使对英汉语存现句教学遇到各种问题。其中，认知结构的差异是矛盾的焦点，是需要解决的重点问题。对外汉语教学中的存现句可以从形式和意义两个方面来界定，汉语存现句的特点表现在句法结构、语义和语用三个方面。存现句语法点的分析以语法教学大纲、HSK考试大纲、对外汉语教材为基础，语料来源以对外汉语教材为主。汉英存现句表现为句法结构和认知方式两个方面的差异，在句法结构方面汉英存现句的共性多于个性，在认知方面存在整体和部分、空间位置排列等认知思维模式方面的不同。因为汉语存现句和英语存现句存在这些差别，所以对英汉语存现句教学的难点和重点应该分别是汉语语序、有标记性存现句和抽象存现句。认知语言学中图形—背景理论以及意象和意象图式理论可以帮助我们认识汉英存现句的认知差别，以此为基础建立对英汉语存现句教学模式，总结出对外汉语中存现句的教学方法和教学对策。
[Abstract]:Existential sentence is one of the commonly used sentence patterns in Chinese daily communication, and it is also the focus in teaching Chinese as a foreign language. In order to achieve good teaching effect, it is necessary to use the latest linguistic knowledge and better teaching methods to study and teach existential sentences. There are existential sentences in both Chinese and English, and there are differences in language expression between native speakers of Chinese and English because of differences in language environment, cognition and culture. This difference is manifested in the order in which things are observed. Focus on the expression of things and other aspects. It is these differences that make the teaching of existential sentences in English and Chinese encountering various problems. Among them, the difference of cognitive structure is the focus of contradiction and the key problem to be solved. The existential sentences in teaching Chinese as a foreign language can be defined from two aspects: form and meaning. The features of Chinese existential sentences are shown in three aspects: syntactic structure, semantics and pragmatics. The grammatical analysis of existential sentences is based on the HSK examination outline of grammar teaching syllabus and the teaching materials of Chinese as a foreign language, and the source of the corpus is mainly the teaching materials for Chinese as a foreign language. There are differences in syntactic structure and cognitive style between Chinese and English existential sentences. In syntactic structure, the commonness of existential sentences in English and Chinese is more than individuality, and in cognitive aspects there are differences in cognitive modes such as whole and part, spatial arrangement and so on. Because there are these differences between Chinese existential sentences and English existential sentences, the difficulties and emphases in the teaching of English and Chinese existential sentences should be Chinese word order, marked existential sentences and abstract existential sentences respectively. The theory of graphic-background and the theory of image and image schema in cognitive linguistics can help us to understand the cognitive differences between Chinese and English existential sentences and establish the teaching mode of existential sentences in English and Chinese. This paper summarizes the teaching methods and teaching strategies of existential sentences in Chinese as a foreign language.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【相似文献】