对外汉语成语教学中的文化因素研究

发布时间：2018-04-16 03:23

本文选题：对外汉语 + 文化因素　；参考：《湖南师范大学》2013年硕士论文

【摘要】：近年来对外汉语教学随着中国经济的发展也走上了飞速发展的道路。无论是在语音、词汇、语法的理论研究还是实践教学中都取得了不菲的成就。但是,对外汉语作为一门年轻的学科,在发展的过程中也存在一些问题。理论的研究长期滞后于教学实践。一般词汇的理论和实践研究都已经逐渐形成了系统,但包括成语在内的语汇教学却没有得到相应的重视和发展,依然依附于一般词汇教学。本论文绪论部分首先就当前成语教学现状、研究对象、材料来源以及研究思路进行分析。第一章主要做本体研究,主要研究成语的定义及分类。广义的成语是指社会上流传的现成语,大致相当于熟语。狭义的成语是指语言中经过长期使用、锤炼而形成的固定短语。本文主要是针对后者—狭义的成语进行研究。第一章节中,本文主要从三个方面对成语进行分类：一是成语的整体和组成部分之间的语义关系；二是成语的结构；三是成语的来源。第一章第二节主要论述文化因素的定义、表现形式、类别以及汉语成语与汉民族族文化的关系。文化因素是指那些进入语言交际并影响交际的语言要素。文化因素表现为知识文化因素和交际文化因素。本文参考卢伟的文化分类方法把文化因素分为十个总类：(1)生活方式；(2)时间观念；(3)空间观念；(4)价值观念；(5)象征观念；(6)社会交际；(7)风俗习惯；8)经济；(9)艺术；(10)古代文学作品人物与民间传说。第一章第三节主要论述文化因素在对外汉语教学以及对外汉语成语教学中的作用。本文第二章节主要对《汉语水平词汇与汉字等级大纲》(后简称《大纲》)以及《中国旅游与文化》中的成语进行分析。第二章首先对《大纲》和《中国旅游与文化》中的成语做统计和分类；并对《大纲》和《中国旅游与文化》的成语进行文化因素举例分析。最后对《大纲》和《中国旅游与文化》中的成语收录做对比分析。第三章节主要论述外国留学生习得汉语成语的偏误分析。第三章第一节主要论述偏误分析的定义及分类；偏误分析就是对学生在学习第二语言过程中所犯的错误进行分析,从而发现第二语言学习者产生偏误的规律,包括偏误的类型和偏误产生的原因。我这里参考科德的分类方式将偏误分成三类：(1)前系统偏误；(2)系统偏误；(3)后系统偏误。第三章第二节讲外国留学生习得汉语成语的偏误分析举例及外国留学生习得汉语成语产生偏误的原因。第四章论述对外汉语成语教学中文化因素教学策略。第四章第一节提出对对外汉语成语教学中文化因素教学的建议。第二节提出对《大纲》中成语收录以及对文化大纲编写的建议。
[Abstract]:In recent years, the teaching of Chinese as a foreign language (TCFL) has been on the way of rapid development with the development of Chinese economy.Both in phonological, lexical, grammatical and practical teaching have made great achievements.However, as a young subject, Chinese as a foreign language also has some problems in the process of development.Theoretical research lags behind teaching practice for a long time.The theoretical and practical study of general vocabulary has gradually formed a system, but the vocabulary teaching, including idioms, has not been attached to the corresponding attention and development, and is still attached to the general vocabulary teaching.The introduction of this paper first analyzes the current situation of idiom teaching, research objects, material sources and research ideas.In the first chapter, we mainly study the definition and classification of idioms.A broad idiom refers to an idiom circulating in society, roughly equivalent to an idiom.Idioms in a narrow sense are fixed phrases formed by long-term use of language.This thesis mainly focuses on the idioms of the latter-narrow sense.In the first chapter, this paper classifies idioms from three aspects: first, the semantic relationship between the whole and the components of idioms; second, the structure of idioms; and third, the origin of idioms.In the first chapter, the second section mainly discusses the definition of cultural factors, forms of expression, categories and the relationship between Chinese idioms and the culture of Han nationality.Cultural factors are those language elements that enter into and affect communication.Cultural factors are knowledge cultural factors and communicative cultural factors.This paper refers to Lu Wei's method of cultural classification and classifies cultural factors into ten general categories: 1) lifestyle (2) time (3) space (5) symbols, 6) social communication, 7) customs, 8) economy, 9) art, 10) ancient literature.Characters and folklore.The first chapter discusses the role of cultural factors in teaching Chinese as a foreign language and Chinese idioms as a foreign language.The second chapter mainly analyzes the idioms in "outline of Chinese level Vocabulary and Chinese characters" (hereinafter referred to as "outline") and "Chinese Tourism and Culture".The second chapter first makes statistics and classification of idioms in outline and Chinese Tourism and Culture, and analyzes the cultural factors of idioms in outline and Chinese Tourism and Culture.Finally, the author makes a comparative analysis of idioms in outline and Chinese Tourism and Culture.The third chapter mainly discusses the error analysis of foreign students'acquisition of Chinese idioms.The first section of Chapter three mainly discusses the definition and classification of error analysis, which is to analyze the errors made by students in the process of learning a second language, and thus find out the law of errors made by second language learners.Includes the type of error and the cause of the error.I refer to Cod's classification method here to divide the errors into three categories: 1) before the system error / 2) system error / 3) after the system error.In the second chapter, the author analyzes the errors of foreign students in the acquisition of Chinese idioms and the reasons for the errors in the acquisition of Chinese idioms by foreign students.The fourth chapter discusses the teaching strategy of cultural factors in the teaching of Chinese idioms as a foreign language.The first section of chapter four puts forward some suggestions on the teaching of cultural factors in the teaching of Chinese idioms as a foreign language.The second section puts forward some suggestions on the inclusion of idioms and the compilation of cultural syllabus.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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