中高级水平留学生汉语惯用语教学研究

发布时间：2018-01-23 13:18

本文关键词： 对外汉语教学惯用语教学偏误分析教学建议　出处：《南京大学》2013年硕士论文　论文类型：学位论文

【摘要】：作为一种固定词组,惯用语具有精确洗练、平易通俗的特点。它是汉语词汇的重要组成部分,在口语和书面语中都有使用。在第二语言习得中,惯用语的作用正越来越受到应用语言学家的关注与研究,它被认为是语言能力中主要的、重要的组成部分。在对外汉语词汇教学中,惯用语是一个重点,也是一个难点。熟练掌握惯用语有利于进一步提高汉语水平,提高交际能力。近年来对外汉语惯用语教学研究不断深入,但基于实证研究的论文还略显不足。本文将惯用语作为研究对象,内容分为五个章节。第一章为绪论。介绍了选题意义,综述了汉语本体界和对外汉语教学界的惯用语研究现状,提出了本文的研究方法和内容。惯用语在汉语中使用广泛,是一种较为普遍的语言现象,但在对外汉语教学中仍存在很多问题,如教材中不够重视,使用惯用语存在各类偏误等。本文采用调查问卷的形式,对中高级水平留学生习得惯用语的情况进行定性分析与定量分析,考察被试对惯用语语义的理解、各类偏误的识别及对惯用语学习的态度和方法,以此提出今后惯用语教学的建议。第二章对惯用语的界定、特点、在对外汉语教学中的意义进行了阐述。通过与成语、歇后语的比较,对惯用语的范围进行了界定。总结惯用语的特点,包括语义的变异性和双层性,语法结构的定型性和灵活性,语用方面鲜明的口语色彩、丰富的文化内涵、浓烈的感情色彩和突出的时代特色。惯用语教学在对外汉语教学中的意义在于扩大词汇量,提高表达能力,加深对中国文化的理解。第三章统计了调查问卷各部分的结果并分析了原因。得出的结论包括(1)语境对理解惯用语的含义有一定的促进作用,因此惯用语的教学应注重语境教学；(2)大部分被试认为学习惯用语很有必要,而且是出于交流实用的目的,因而惯用语教学应注重实用性教学；(3)通过对留学生与社会人士的调查结果的对比分析,发现社会人士的习得情况优于留学生的习得情况,而且测试结果最好的被试多数对惯用语“很感兴趣”,认为能够牢记惯用语的方法是“通过故事”,所以今后惯用语教学可以适当采取讲故事的方法,增强学生对惯用语的兴趣,提高学生惯用语学习的动力。第四章从语义、语法、语用三个方面对使用惯用语的偏误进行了归类,并从惯用语本身特点、个人因素、教材处理程度分析了偏误产生的原因。惯用语语义偏误主要表现为混淆惯用语的表面意义与实际意义,语法偏误有动宾结构使用偏误,语用偏误主要有感情色彩混淆,语体色彩不明,适用范围不清。分析偏误原因,惯用语自身如语义特点、语法特点、语用特点造成偏误,个人因素如回避策略、过度泛化和简化造成偏误,教材处理方面表现为教材收录惯用语条目数量有限、重视程度不够、练习部分不足等。第五章是对今后惯用语教学的建议及结论。本章结合问卷调查结果和前人研究基础,从教学方法、教师和教材三个方面提出了对今后惯用语教学的建议,并选取现行教材中出现的部分惯用语,对所提建议进行了举例说明。归纳了本文的主要内容,并说明了创新之处与不足之处。
[Abstract]:As a kind of fixed phrases, idioms with precise and succinct, plain and popular characteristics. It is an important part of Chinese vocabulary, and is widely used in spoken and written language. In second language acquisition, the role of Chinese idiom is more and more applied linguists and research, it is considered to be the major language ability, an important part. In teaching Chinese vocabulary, idioms is a focus, but also a difficulty. Mastery of idioms is conducive to further improve the level of Chinese, to improve communication ability. In recent years, foreign Chinese Idioms Teaching in-depth study, but based on empirical research papers is still lacking. This idiom as the research object, the content is divided into five chapters.
The first chapter is the introduction. This paper introduces the significance of the topic, research status are summarized in Chinese language ontology and foreign language teaching field, puts forward the research methods and contents. The idiom is widely used in Chinese, is a common language phenomenon in foreign language teaching, but there are still many problems in Science. Such as the lack of teaching materials, the use of idioms has all kinds of errors. This paper uses the form of questionnaire, students' acquisition of idioms by qualitative analysis and quantitative analysis on the senior level, study subjects of idioms semantic understanding and recognition of all kinds of errors and on idiom learning attitudes and this method, put forward suggestions of Chinese idiom teaching.
The second chapter on the characteristics of idioms, definition, significance in TCSL are expounded. Through the comparison with idioms, proverbs, defines the scope of idioms. Idioms summarize the characteristics, including semantic variability and double meaning, shape and flexibility of grammatical structure, distinctive pragmatic aspects oral color, rich cultural connotation, strong feelings and prominent characteristics of the times. The meaning used in teaching Chinese as a foreign language is to enlarge their vocabulary, improve communication skills, deepen their understanding of the China cultural understanding.
The third chapter analyzed the results of the survey of each part of the results of the questionnaire and analyzed the reasons. The conclusions include (1) the context of the meaning of the term has a certain role in promoting understanding habits, so the idioms teaching should focus on teaching context; (2) most of the subjects think it necessary to learn idioms, and for the exchange for practical purposes, so idiom teaching should focus on practical teaching; (3) through comparative analysis on the investigation results of students and the community, the community found the acquisition of the acquisition is better than that of students, and the test results are the best subjects most of the phrase "very interested" to think remember the phrase is "the story", so in the future teaching of idioms can take the way of telling stories of idioms properly, enhance students' interest, improve the students' usual dynamic language.
The fourth chapter from the three aspects of semantics, grammar and pragmatics on the use of idioms errors are classified, and from the inertial term itself characteristics, personal factors, material processing level analyzes the causes of errors. Idioms semantic errors mainly show the surface meaning of Chinese idiom and the actual significance of confusion, grammatical errors a verb object structure using errors, pragmatic errors consist of emotional confusion, style is unknown, the scope is not clear. Analyzing the reasons of errors, such as the idiom semantic features, grammatical features and pragmatic features caused by bias, personal factors such as avoidance, overgeneralization and simplification caused by error, material processing for a limited number of entries included in textbooks of idioms, pay enough attention to the practice is lacking.
The fifth chapter is brought forward suggestions for Chinese idiom teaching. This chapter combines the survey results and previous research, from the three aspects of teaching methods, teachers and teaching materials, put forward the future suggestions of Chinese idiom teaching, and select the present textbooks in some Chinese idioms on the recommendations of the illustration. Summarizes the main content of this thesis, and illustrates the innovation and shortage.

【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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