汉语、蒙古语数字成语象征意义差异及其教学偏误分析

发布时间：2018-06-09 06:16

本文选题：汉语 + 蒙古语　；参考：《内蒙古师范大学》2013年硕士论文

【摘要】：从匈奴时代起中国跟蒙古国就是邻国，所以两国的沟通交流也最为频繁。曾经一段时间，由于各种原因中蒙两国的关系处于停滞状态，近年来随着中蒙两国关系的升温，在政治、经济、文化、教育、科学等领域有了广泛的沟通和交流，越来越多的蒙古国人开始学习汉语。学习汉语不仅要学习语言，还要学习中国的民族思维和民族文化，那么这一切在一种语言的成语中有明显的体现。同时数字文化在语言文化中也有大量体现，数字和成语结合起来形成特殊的文化宝库即“数字成语”。汉语和蒙古语中含数字的成语到处可见，内容丰富多彩，所以它的教学是一个值得关注的问题。数字成语教学中不能不提到它的抽象意义，因为学生不理解数字象征意义，不懂不同民族关于数字的特点，所以误解乱用造成偏误的出现。本文对汉语、蒙古语数字成语结合其数字象征意义进行了对比分析，粗略地阐释了一些与数字成语中的数字有关的汉语和蒙古语象征意义，这些数字文化中所折射出的两国人民的特殊的传统风俗和民族色彩，对学习数字成有很大的帮助。本文研究的重点主要放在： 1.从数字象征意义方面对汉语和蒙古语数字成语的表达象征意义进行分析。 2.从数字象征意义的角度解释分析汉语和蒙古语数字成语的异同之处。 3.从蒙古国学生对汉语数字理解和使用情况角度对蒙古学生进行数字成语教学偏误分析及其教学策略分析。文才之妙，妙在成语。学习汉语者汉语的成语掌握程度意味着他的语言掌握程度有多高，那么是什么原因导致连高级的学习者在学习汉语成语时都会产生偏误呢？是什么原因让很多蒙古学生认为汉语成语难学呢？本文对蒙古国学生学习汉语中出现的数字成语偏误进行了分析，汉语成语，，尤其是数字成语本身的结构、来源、含义的抽象意义等很多方面比较复杂，所以成为了蒙古国学生掌握汉语词汇的一个难点。由于初级程度的汉语学习者接触的成语极为有限，所以本文把中高级蒙古国学生作为考察研究的对象，调查了学习汉语数字成语过程中用母语套用汉语的情况很多，还有蒙古国学生没掌握好汉语数字象征意义，把数字乱用等原因导致偏误的出现。本文对汉语和蒙古语数字成语与其中数字的象征意义进行分析，针对蒙古国学生对学习汉语数字成语中的偏误进行分析，进一步探索蒙古国学生学习汉语的有效途径，促进汉语学习者对数字成语的正确使用，以提高他们的语言表达能力，并提出了一些教学建议。
[Abstract]:Since the Xiongnu era, China and Mongolia are neighbors, so the communication between the two countries is also the most frequent. For some time, relations between China and Mongolia were at a standstill for various reasons. In recent years, with the warming of Sino-Mongolian relations, there has been extensive communication and exchange in political, economic, cultural, educational, scientific and other fields. More and more Mongolians are learning Chinese. To learn Chinese, we must not only learn the language, but also learn the Chinese national thinking and culture. At the same time, digital culture also has a large number of manifestations in language and culture. The combination of numbers and idioms forms a special cultural treasure house, that is, "digital idioms". Chinese and Mongolian idioms containing numbers are everywhere, rich in content, so its teaching is a matter of concern. The teaching of digital idioms cannot but mention its abstract meaning, because students do not understand the symbolic meaning of numbers. Do not understand the characteristics of different nationalities about numbers, so misunderstandings caused errors. This paper makes a comparative analysis of Chinese and Mongolian numeral idioms combined with their digital symbolic meanings, and gives a rough explanation of some symbolic meanings of Chinese and Mongolian which are related to numbers in digital idioms. The special traditional customs and national colors of the two peoples reflected in these digital cultures are of great help to the study of numbers. This paper focuses on: 1. This paper analyzes the symbolic meaning of Chinese and Mongolian digital idioms from the aspect of digital symbolism. 2. This paper analyzes the similarities and differences between Chinese and Mongolian numeral idioms from the perspective of digital symbolism. 3. From the perspective of Mongolian students' understanding and use of Chinese numerals, this paper analyzes the errors in digital idiom teaching of Mongolian students and their teaching strategies. The mastery of Chinese idioms means how high the level of Chinese idioms is, so what causes even advanced learners to have errors in learning Chinese idioms? What causes many Mongolian students to think that Chinese idioms are difficult to learn? This paper analyzes the errors of digital idioms in learning Chinese by Mongolian students. The structure, source, abstract meaning and so on of Chinese idioms, especially digital idioms, are quite complex. Therefore, it has become a difficulty for Mongolian students to master Chinese vocabulary. Due to the extremely limited exposure of Chinese idioms to primary Chinese learners, this paper takes the middle and advanced Mongolian students as the object of investigation, and investigates the many cases in which Chinese is used in the process of learning Chinese numeral idioms. There are also Mongolian students who have not grasped the symbolic meaning of Chinese numerals, and caused errors due to the misuse of numbers. This paper analyzes the symbolic meanings of Chinese and Mongolian numeral idioms and their numbers. Based on the analysis of Mongolian students' errors in learning Chinese numeral idioms, this paper further explores the effective ways for Mongolian students to learn Chinese, and promotes the correct use of digital idioms by Chinese learners in order to improve their language expression ability. Some teaching suggestions are put forward.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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