略论对外汉语比喻教学

发布时间：2018-02-01 00:54

本文关键词： 比喻教学偏误分析　出处：《广西大学》2013年硕士论文　论文类型：学位论文

【摘要】：比喻是各国语言的学习中都会遇到的修辞手法之一,比喻修辞格也是众多修辞手法中运用最广泛、使用频率最高的一种修辞。汉语学界对比喻辞格的研究,从未间断,显示了比喻辞格在汉语言学习和研究中的重要地位。但这些研究大多数是针对比喻辞格本身的研究,对比喻辞格在课堂教学方法上的研究,特别是在汉语作为第二语言的教学中引进比喻修辞教学,这方面的研究极少。因此,在对外汉语教学中引进比喻修辞教学,是本文的论述重点,也是本论文的创新之处和研究价值所在。通过比喻修辞的教学进一步提高留学生口语表达能力和阅读理解能力,是有效提高留学生汉语交际能力的途径之一。目前,对外汉语教学中对修辞教学这方面的研究还不多,原因是多方面的。在对外汉语教学中学生处于什么水平阶段引入比喻修辞教学是争议最多的一个问题。对外汉语学界对修辞教学存在一些误解,一些人认为在留学生汉语学习的初级阶段没有必要过早引进修辞教学；一些对外汉语教师认为留学生学习修辞难度太大,学习效果不明显；一些人认为留学生没有必要学习修辞,只要学好语音、词汇、语法、句子也同样可以达到运用汉语顺利进行沟通交流的目的；或者认为学习修辞后使用价值不大,耗费时间过多等。修辞教学在对外汉语教学中具有十分重要的意义。修辞教学是汉语学习很重要的一部分,它既是HSK(针对外国人汉语水平的测试)考试大纲对母语为非汉语国家的考试提出的要求,也是留学生在日常生活中的交际所需,还是学生在学习汉语过程中的阅读理解中遇到的重点和难点。越来越多的研究表明,在对外汉语教学中,要学好一门语言,除了语音、词汇和语法外,还要学习与之相关的修辞和文化。比喻修辞是留学生在口语、阅读和写作中运用最广泛、使用比较多的一种修辞手法之一。本论文在一些已有的修辞理论研究基础上,进一步论述对外汉语教学中的比喻教学,是“教”与“学”的具体方法研究。首先论述比喻句及其主要构成,说明比喻教学在对外汉语教学中的重要性。其次是针对不同汉语水平的留学生就明喻、暗喻和借喻三种常见的比喻类型在口语和阅读中遇到的比喻修辞进行详细的结构分析。对初、中、高不同汉语水平等级的留学生有针对性地进行具体比喻教学,在对留学生应该“如何教”“教什么”和“怎么学”的问题上提出具体的教学方法和教学目标。最后对留学生存在的一些常见比喻句偏误进行详细的分析,查找原因,以便对留学生有针对性地教学,进一步提高留学生的听说读写能力和交际能力。
[Abstract]:Metaphor is one of the most widely used and frequently used rhetorical devices in the study of various languages. The study of figurative figures of speech in Chinese scholars is also one of the most widely used rhetorical devices. It shows the important position of metaphorical rhetoric in Chinese language learning and research, but most of these studies focus on the metaphorical case itself and the classroom teaching methods of metaphorical rhetoric. Especially in the teaching of Chinese as a second language, there is little research on the introduction of figurative rhetoric teaching. Therefore, the introduction of figurative rhetoric teaching in teaching Chinese as a foreign language is the focus of this paper. It is also the innovation and the research value of this thesis. It is one of the effective ways to improve the students' Chinese communicative competence through the teaching of figurative rhetoric to further improve the students' oral expression ability and reading comprehension ability. At present, there are few researches on rhetoric teaching in teaching Chinese as a foreign language. The reasons are various. The introduction of metaphor rhetoric teaching is a controversial issue in the level of teaching Chinese as a foreign language. There are some misunderstandings about rhetoric teaching in the field of Chinese as a foreign language. Some people think that it is not necessary to introduce rhetoric teaching prematurely in the initial stage of studying Chinese for foreign students. Some teachers of Chinese as a foreign language think that it is too difficult for foreign students to learn rhetoric and the learning effect is not obvious. Some people think that foreign students do not need to learn rhetoric, as long as learning pronunciation, vocabulary, grammar, sentences can also achieve the purpose of smooth communication using Chinese; Or think that after learning rhetoric is of little value, time-consuming and so on. Rhetoric teaching is of great significance in teaching Chinese as a foreign language. Rhetoric teaching is an important part of Chinese learning. It is not only the requirement of HSK (Test for foreigners' Chinese proficiency) for non-Chinese countries, but also the requirement of students' communication in daily life. More and more researches show that in teaching Chinese as a foreign language, we should learn a language well except pronunciation, vocabulary and grammar. Also learn the rhetoric and culture associated with it. Figurative rhetoric is one of the most widely used and widely used rhetorical devices in spoken English, reading and writing. It is the concrete method research of "teaching" and "learning" in the teaching of Chinese as a foreign language. First, it discusses the figurative sentence and its main composition. Explain the importance of metaphorical teaching in teaching Chinese as a foreign language. Secondly, for foreign students of different levels of Chinese on the metonymy. This paper makes a detailed structural analysis of metaphorical rhetoric encountered in spoken and reading by metonymy and metonymy, and gives specific metaphorical teaching to foreign students with high and high levels of Chinese proficiency at the beginning and middle level. This paper puts forward the specific teaching methods and teaching objectives on the question of how to teach and how to learn. Finally, it makes a detailed analysis of some common metaphorical errors existing in foreign students. Find out the reasons so as to improve the students' ability of listening, speaking, reading, writing and communication.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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