实用汉语语块界定、筛选和教学研究
发布时间：2018-08-15 16:23
【摘要】：语块理论是英语教学实践的结晶，可语块理论并非是只能应用于英语的教学的理论，它可以应用于一切语言教学，尤其是对外汉语教学。但是，国内汉语语块理论尚处于起步阶段，能用于对外汉语教学实践的理论更是少之又少。 本文通过对国内外语块理论系统的回顾和整理，基于服务对外汉语教学实践的目的，提出了实用汉语语块的概念，并对实用汉语语块进行界定，同时确定了以语块结构形式的凝固程度为标准的分类原则。将实用汉语语块分为固定结构、半固定结构和自由结构3大类。又具体划分为固定语、插入语、词级框架结构、句式框架结构和高频搭配6个小类语块。 根据实用汉语语块的定义和分类标准，我们以《汉字1234》和《汉语水平词汇和汉字等级大纲》的常用字、词为筛选对象，构建出3大类，6小类常用语块，总计675个。 为进一步考察语块理论在汉语教学实践中的具体情况，选取了广州大学国际教育学院供短期留学生使用的《新30天汉语通》初级、中级、高级三本教材为分析研究对象，，我们发现汉语语块理论在“三教”方面的应用不尽如人意。 最后，本文针对这样的现状，从教法、教师和教材这三方面提出一些建议和意见，以期为汉语语块理论和教学实践的发展尽一份力。
[Abstract]:The theory of chunks is the crystallization of English teaching practice. The theory of lexical chunks is not a theory that can only be applied to English teaching. It can be applied to all language teaching, especially to the teaching of Chinese as a foreign language. However, the theory of Chinese chunks is still in its infancy, and few theories can be used in teaching Chinese as a foreign language. Based on the review and arrangement of the theory of foreign language chunks in China, this paper puts forward the concept of practical Chinese chunks based on the purpose of serving the practice of teaching Chinese as a foreign language, and defines the practical Chinese chunks. At the same time, the classification principle of the degree of solidification in the form of chunks is determined. The practical Chinese chunks are divided into three categories: fixed structure, semi-fixed structure and free structure. It is also divided into six subcategories: fixed language, inserts, word level frame structure, sentence frame structure and high frequency collocation. According to the definition and classification standard of practical Chinese chunks, we take the common words of "Chinese character 1234" and "Chinese level Vocabulary and Chinese character Grade outline" as the screening objects, and construct three categories and six subcategories of common lexical chunks, with a total of 675. In order to further investigate the concrete situation of chunk theory in Chinese teaching practice, three textbooks, namely "New 30 days Chinese Communication", Intermediate and Advanced textbooks, which are used by the School of International Education of Guangzhou University for short-term students, are selected as the research objects. We find that the application of Chinese chunk theory in the "three religions" is not satisfactory. Finally, in view of this situation, this paper puts forward some suggestions and suggestions from the teaching methods, teachers and teaching materials in order to contribute to the development of the theory and teaching practice of Chinese chunks.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2184755
[Abstract]:The theory of chunks is the crystallization of English teaching practice. The theory of lexical chunks is not a theory that can only be applied to English teaching. It can be applied to all language teaching, especially to the teaching of Chinese as a foreign language. However, the theory of Chinese chunks is still in its infancy, and few theories can be used in teaching Chinese as a foreign language. Based on the review and arrangement of the theory of foreign language chunks in China, this paper puts forward the concept of practical Chinese chunks based on the purpose of serving the practice of teaching Chinese as a foreign language, and defines the practical Chinese chunks. At the same time, the classification principle of the degree of solidification in the form of chunks is determined. The practical Chinese chunks are divided into three categories: fixed structure, semi-fixed structure and free structure. It is also divided into six subcategories: fixed language, inserts, word level frame structure, sentence frame structure and high frequency collocation. According to the definition and classification standard of practical Chinese chunks, we take the common words of "Chinese character 1234" and "Chinese level Vocabulary and Chinese character Grade outline" as the screening objects, and construct three categories and six subcategories of common lexical chunks, with a total of 675. In order to further investigate the concrete situation of chunk theory in Chinese teaching practice, three textbooks, namely "New 30 days Chinese Communication", Intermediate and Advanced textbooks, which are used by the School of International Education of Guangzhou University for short-term students, are selected as the research objects. We find that the application of Chinese chunk theory in the "three religions" is not satisfactory. Finally, in view of this situation, this paper puts forward some suggestions and suggestions from the teaching methods, teachers and teaching materials in order to contribute to the development of the theory and teaching practice of Chinese chunks.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
【参考文献】
相关期刊论文 前3条
1 宋德生;组块效应及其对外语教学的启示[J];外语与外语教学;2002年09期
2 周健;;语块在对外汉语教学中的价值与作用[J];暨南学报(哲学社会科学版);2007年01期
3 鲁川,缑瑞隆,刘钦荣;汉语句子语块序列的认知研究和交际研究[J];汉语学习;2002年02期
相关硕士学位论文 前2条
1 王慧;二语习得中的汉语语块研究[D];暨南大学;2007年
2 丁洁;留学生汉语口语习用语块习得研究[D];暨南大学;2006年
本文编号：2184755
本文链接：https://www.wllwen.com/wenyilunwen/hanyulw/2184755.html
