中高级留学生社交称谓语的偏误调查及教学建议

发布时间：2018-09-07 16:28

【摘要】：社会称谓语是以人们的社会关系为基础划分的，它反映了社会交际中人们的相互关系、职业、身份、地位。社交称谓语一直是对外汉语教学的难点，但是对它的研究却很少，研究价值和空间比较大。本文主要分为五个部分。第一部分对社交称谓语研究的历史和现状进行梳理，充分了解前人研究的成果，吸取他们的研究方法，指出本文研究的必要性和可实行性。第二部分根据论文需要重新对社交称谓语的定义和分类进行了界定，并指出社交称谓语在对外汉语教学中的重要作用，即有助于留学生更好地在进行交际，了解中国文化，希望引起广大师生的注意。第三部分通过平时的语料收集，结合调查问卷和访谈，重点对他们的偏误情况进行统计，得出中高级留学生学习使用社交称谓语偏误类型主要有语用失误、混淆替换、过度泛化或过度类推。偏误的内在原因在于汉语的复杂性和不完善性、母语负迁移、目的语干扰、学习策略不当、教材的不完善及讲解环节的不到位。辅以考察他们学习社交称谓语的情况，包括难易程度、难度原因、使用频度、学习渠道、教材涉及情况、教学涉及情况、教学方法有效度以及不知道如何称呼时的解决措施，以此对教学建议应从哪些方面考虑提供参考。第四部参考了中介语理论、认知心理学、对外汉语教学法等并针对第三章的调查结果分别提出针对性且实用性教学建议。针对汉语本身的复杂性和不完善性要提高重点词汇重现率、进行称谓语语义联想，帮助学生理清思路，加深理解。针对母语负迁移和目的语干扰要展开对比教学、语境教学，，帮助学习者明确母语和目的语之间的具体差异，并在实际的语境中加深对目的语知识点使用原则的理解。针对学习策略不当，老师可以帮助学生尽量培养正确的元认知策略，加强对认知策略的了解。针对教材的不完善，编排中要增加流行实用社交称谓语，词汇释义实用化。针对讲解环节不到位，老师要加强对社交称谓语教学的重视，提高自身素质，丰富教学手段。第五部分主要是指出本文的一些不足之处，为他人研究角度提供借鉴和参考。
[Abstract]:Social appellation is divided on the basis of people's social relations. It reflects the mutual relationship, occupation, identity and status of people in social communication. Social address has always been a difficult point in teaching Chinese as a foreign language, but its research value and space is relatively large. This paper is divided into five parts. The first part combs the history and the present situation of the social address language research, fully understand the achievements of previous studies, absorb their research methods, and point out the necessity and practicability of this study. The second part redefines the definition and classification of social address terms according to the need of the thesis, and points out the important role of social address terms in teaching Chinese as a foreign language, that is, it is helpful for foreign students to better communicate and understand Chinese culture. Hope to attract the attention of teachers and students. The third part through the usual data collection, combined with questionnaires and interviews, focusing on their error statistics, it is concluded that the middle and senior foreign students learn to use social address errors are mainly pragmatic failure, confusion replacement. Overgeneralization or analogies. The inherent causes of the errors lie in the complexity and imperfection of Chinese, the negative transfer of mother tongue, the interference of target language, the improper learning strategies, the imperfection of teaching materials and the imperfection of explaining links. To investigate their learning of social address terms, including the degree of difficulty, the reasons for difficulty, the frequency of use, the learning channels, the teaching materials involved, the effectiveness of the teaching methods and the solutions when they do not know how to address them. In this way, the teaching suggestions should be considered from what aspects to provide reference. The fourth part refers to the interlanguage theory, cognitive psychology, teaching methods of Chinese as a foreign language and puts forward specific and practical teaching suggestions according to the results of the third chapter. In view of the complexity and imperfection of Chinese, it is necessary to improve the repetition rate of key words, to make semantic association of appellations, to help students to clarify their ideas and to deepen their understanding. In view of the negative transfer of mother tongue and the interference of target language, we should carry out contrastive teaching, contextual teaching, help learners to clarify the specific differences between mother tongue and target language, and deepen the understanding of the principle of the use of knowledge points of target language in the actual context. Teachers can help students develop correct metacognitive strategies and enhance their understanding of cognitive strategies. In view of the imperfection of the teaching material, it is necessary to add the popular practical social appellations and lexical interpretation in the arrangement. Teachers should pay more attention to social address language teaching, improve their own quality and enrich teaching methods. The fifth part mainly points out some shortcomings of this paper, and provides reference for others.
【学位授予单位】：湖北工业大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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