日本学生汉语称谓语教学研究

发布时间：2018-03-06 11:19

本文选题：对外汉语教学　切入点：称谓语　出处：《西安外国语大学》2013年硕士论文　论文类型：学位论文

【摘要】：对外汉语教学，其根本目的在于培养留学生灵活熟练的运用汉语进行跨文化交际的能力。称谓语作为社交场合必然会使用的词语，它有着一套庞杂的体系。恰当得体的称谓语能为顺利展开交际奠定良好的基础，因此，研究称谓语并正确使用称谓语成为对外汉语教学的一个重点。本文拟从日本留学生汉语称谓语学习情况分析概括入手，通过对汉日称谓语对比研究来分析称谓语误用原因，希望从中得出理论总结以指导教学实践。本文在已有研究成果上，主要通过文献法，材料收集法，，归纳法和对比法相结合的方式，基于汉日称谓语对比，全面考察了日本留学生汉语称谓语习得情况，总结日本留学生汉语称谓语使用偏误类型，分析偏误产生的原因，并提出针对性教学策略，以期对教授日本留学生汉语称谓语有所帮助和启示。本文一共分为六大部分。第一部分为绪论，主要由三节构成。第一节介绍本文研究目的和选题意义，明确此文价值。第二节，主要阐述了关于称谓语的研究现状，通过对汉语称谓语研究现状的描述来奠定本文的理论基础。第三节主要介绍了本文的研究方法和论述时的语料来源。第二部分是称谓语概述。此部分包括三大节。第一节主要是对称谓语下定义，通过列举各家观点，总结出本文对称谓语的定义。第二节和第三节分别论述汉日称谓语，主要包括对称谓语的分类，影响称谓语选择的因素和汉日称谓语对比。第三部分主要以教材和《大纲》为材料分析称谓语编排情况。第四部分在第二部分论述的基础上，分析日本留学生称谓语习得时的偏误，主要包括两大节，分别为偏误类型和偏误成因。第五部分主要针对第三部分论述的偏误类型和偏误成因，提出对日汉语称谓语教学策略。主要分为两方面，称谓语理论研究策略和称谓语教学研究策略。第六部分为本文结语。在这一部分做出简短总结，同时阐述了因客观调查条件及个人因素所致的研究不足之处。总之，本文针对日本留学生汉语称谓语教学研究，提出了一些信息和建议，希望对其他对外汉语教师，特别是对日汉语教学能够提供一定的参考。
[Abstract]:The basic purpose of teaching Chinese as a foreign language is to develop the ability of foreign students to use Chinese flexibly and skillfully in cross-cultural communication. It has a complex system. Proper and appropriate appellations can lay a good foundation for successful communication. The study of address terms and the correct use of address terms have become an important part of the teaching of Chinese as a foreign language. This paper intends to analyze the reasons for the misuse of address terms through the comparative study of Chinese and Japanese appellations by analyzing and summarizing the learning situation of Chinese appellations for Japanese students. I hope to draw the conclusion of the theory to guide the teaching practice. Based on the comparison between Chinese and Japanese appellations, this paper investigates the acquisition of Chinese appellations by Japanese students, mainly through the methods of literature, material collection, induction and contrast, based on the comparison of Chinese and Japanese appellations. This paper summarizes the types of errors in the use of Chinese address terms for Japanese students, analyzes the causes of errors, and puts forward targeted teaching strategies in order to help and enlighten Japanese students in the teaching of Chinese appellations. This paper is divided into six parts. The first part is the introduction, which is mainly composed of three sections. The first section introduces the purpose of this study and the significance of the topic, clear the value of this article. The theoretical basis of this thesis is established by describing the present situation of the study of Chinese address terms. The third section mainly introduces the research methods and the source of the corpus in this paper. The second part is an overview of the appellation. This part includes three major sections. Section I mainly defines symmetric predicates, The second and third sections respectively discuss the Chinese and Japanese appellations, including the classification of symmetric predicates. The third part mainly analyzes the arrangement of address terms based on the teaching material and outline. Part 4th is based on the second part. This paper analyzes the errors in the acquisition of address terms by Japanese students, including two main sections, namely, the types of errors and the causes of errors. Part 5th mainly focuses on the types of errors and the causes of errors discussed in the third part. This paper puts forward the teaching strategy of Japanese Chinese address language. It is mainly divided into two aspects: appellation theory research strategy and address language teaching research strategy. Part 6th is the conclusion of this paper. In this part, a brief summary is made. At the same time, the research deficiencies caused by objective investigation conditions and individual factors are expounded. In a word, this paper puts forward some information and suggestions for the study of Chinese address language teaching for Japanese students, hoping to provide some reference for other teachers of Chinese as a foreign language, especially for Japanese Chinese language teaching.
【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】