留学生习得谦辞及谦恭礼让表达方式的研究

发布时间：2018-05-02 11:25

本文选题：习得 + 谦辞　；参考：《湖南师范大学》2013年硕士论文

【摘要】：谦辞体现了中华民族的共同心理特征,历史传统,文化内涵,道德观念,思维方式等因素。这些因素在留学生身上又大不相同,所以对于留学生来说掌握并正确的使用谦辞是有困难的。因此,加强谦辞及其表达方式的教学和研究是十分必要的,一方面能提高汉语学习者运用谦辞的交际能力,另一方面,加强谦辞的教学和研究也是对我国传统文化和优良美德的发展和弘扬。本论文的大致内容如下。第一章,笔者对谦辞的研究现状进行了认真搜集：包括谦辞及谦恭礼让表达方式的界定和国内外关于本选题的研究。第二章,《大纲》和现行对外汉语教材中包含的谦恭礼让词汇及表达方式的统计及分析。笔者对《大纲》、基本现行对外汉语口语教材进行了谦辞及表达方式的数量统计及问题分析。第三章,偏误统计。笔者请朋友帮忙做了60份调查问卷,通过图表的形式分析发现了不少问题,得出了宝贵的结论。本文第三章末还对HSK作文动态语料库进行了统计。第四章主要是偏误原因分析。首先是偏误归类,从不知其解,词义模糊,语法错误,对象错误,场合错误,过于谦虚四个方面进行归类。然后分析偏误的原因,包括母语负迁移,已有的目的语的干扰,文化差异,学习动机和态度和其他原因。第五章是策略和建议,包括对存在的问题的对策分析以及笔者提出的可行的有益建议。主要有：加强文化教学,加强情境教学,加强课堂的练习,对《大纲》和教材的建议,试编针对对外汉2语教学的谦辞手册。最后为结语部分。谦辞及其表达方式是汉语中不可忽视的一部分,加强和完善对外汉语中的谦辞教学是十分必要的。由于笔者阅读的文献不全面,研究能力水平有限,对于本论题研究不够深入,使得本论文系统性不够强,论证不够严密。笔者只希望能为对外汉语这门学科尽自己的一点绵薄之力。相信会有更多的专家和学者关注和研究对外汉语的谦辞教学,谦辞教学会越来越受到重视,取得更多的进展。
[Abstract]:Modesty reflects the common psychological characteristics of the Chinese nation, historical tradition, cultural connotation, moral concept, mode of thinking and other factors. These factors are very different for foreign students, so it is difficult for them to master and use modesty correctly. Therefore, it is necessary to strengthen the teaching and research of modesty and its expression. On the one hand, it can improve the communicative ability of Chinese learners to use modesty, on the other hand, Strengthening the teaching and research of modesty is also the development and promotion of Chinese traditional culture and fine virtue. The main contents of this thesis are as follows. In the first chapter, the author makes a careful research on the status quo of modesty, including the definition of modesty and courtesy and the research on this topic at home and abroad. Chapter two, the statistics and analysis of the humble and courteous words and expressions contained in the syllabus and the current textbooks of Chinese as a foreign language. The author makes statistical analysis on the quantity of modesty and the ways of expression in the basic teaching material of spoken Chinese as a foreign language. Chapter III, error statistics. I asked my friends to do 60 questionnaires, through the form of chart analysis found a lot of problems, drew valuable conclusions. At the end of the third chapter, the dynamic corpus of HSK composition is analyzed. The fourth chapter is the analysis of the causes of errors. The first is the classification of errors, from four aspects: ambiguity, grammatical error, object error, occasion error and too modest. Then it analyzes the causes of errors, including negative transfer of mother tongue, interference of existing target language, cultural differences, learning motivation and attitude, and other reasons. The fifth chapter is the strategy and the suggestion, including the countermeasure analysis to the existing problem and the feasible and beneficial suggestion put forward by the author. The main contents are as follows: strengthen cultural teaching, strengthen situational teaching, strengthen classroom practice, and try to compile a manual of modesty aimed at teaching Chinese and English as well as the suggestions of syllabus and teaching materials. The last part is the conclusion. Modesty and its expression are a part of Chinese that can not be ignored. It is necessary to strengthen and perfect the teaching of modesty in Chinese as a foreign language. Due to the incomplete reading of the literature and limited research ability, the research on this topic is not deep enough, which makes this thesis systematic and insufficiently rigorous. I only hope to do my best for the subject of Chinese as a foreign language. It is believed that more and more experts and scholars will pay more attention to and study the modesty teaching of TCFL, and will pay more attention to it and make more progress.
【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

【参考文献】