汉语委婉语和对韩委婉语教学

发布时间：2018-06-15 22:26

本文选题：汉语委婉语 + 韩国　；参考：《华中师范大学》2013年硕士论文

【摘要】：委婉语是一种普遍的社会语言现象,它以独特的视角反映出历史的变迁,充当了言语交际的“润滑剂”。本文以汉语委婉语的本体论研究和对韩汉语委婉语教学实践研究为主体,在前人基础上对汉语委婉语进行阐述,再结合韩国汉语教学国情、韩国汉语学习者学习特点对对韩委婉语教学提出些许意见。本文主要包括以下几个部分：一、引言。引言部分首先明确了本文的研究对象,并综述了国内外的研究现状,总结其中的成果和遗留问题,给本文所带来的启发；其次是落实本文的研究重难点,本体论部分尝试从社会心理角度对委婉语分类,而委婉语的实践教学上探寻以汉语词委婉语为核心的教学法；最后在研究思路上,设计了委婉语调查问卷,以统计结果作为参证,为教学策略的探索提供语料。二、委婉语的定义及动因机制。明确委婉语的定义是后续研究的基础,在总结前人的定义基础上,结合本文委婉语分类标准提出自己的见解；语言的文化镜像和文化传承功能加之委婉语作为历史文化“活化石”的特殊地位促使笔者从传统文化观念角度探寻委婉语产生的原因。三、委婉语的特点及分类。这一部分主要从历时和共时的角度来总结委婉语的特点,从历时角度,委婉语随着时代的变化更新换代；从共时角度,地域文化差异决定了它的地域性和民族性,委婉语的含而不露决定了它的间接性,个体的差异性决定了它的语域性。委婉语分类方面在总结当前学界流行的三种分类标准：规约化程度、构成手段、指称对象的基础上,将词汇的委婉义、文化内涵和委婉语的社会心理相结合划分出避讳类、敬畏类、抚慰类、求雅类、掩饰类五类。四、对韩汉语委婉语习得情况及偏误分析。这一部分主要是交代委婉语调查问卷的设计思路以及问卷统计结果,从内外两方面寻找偏误出现原因,外因上主要是韩语的负迁移和汉语本身的复杂性,而内因上与韩国社会的严谨作风、考试第一的社会现状所促成死记硬背的学习方法以及学生性格特点息息相关。五、对韩汉语委婉语教学的启示。这一部分从教育主体即教师和学生角度出发,提出关于知识储备、心理建设等方面的要求；在教材方面,针对韩国国情提出要汉字繁体简体比较教学的方法和先听后读再说的教学顺序,减少母语的负迁移；在教学方法上,文化教学、语境教学的同时尝试构建以汉语词委婉语为中心的词汇网络,利用韩国学生的汉语认知基础提高汉语学习效率。六、结语。结语部分阐述本文的总体研究情况并指出本研究的不足及对未来的展望、建议。
[Abstract]:Euphemism is a universal social linguistic phenomenon, which reflects the historical changes from a unique perspective and acts as a "lubricant" for verbal communication. Based on the ontological study of Chinese euphemism and the practical study of Korean euphemism teaching, this paper expounds Chinese euphemism on the basis of predecessors, and combines with the situation of Korean Chinese teaching. The learning characteristics of Korean Chinese learners offer some suggestions on Korean euphemism teaching. This paper mainly includes the following parts: first, introduction. The preface first defines the research object of this paper, and summarizes the domestic and foreign research status, summarizes the achievements and legacy problems, brings inspiration to this paper, and second, implements the important and difficult points of this research. The ontology part tries to classify euphemism from the angle of social psychology, and explores the teaching method with Chinese euphemism as the core in the practical teaching of euphemism. The statistical results are taken as reference to provide data for the exploration of teaching strategies. Second, the definition and motivation mechanism of euphemism. The definition of euphemism is the basis of further research. On the basis of summing up the previous definitions and combining with the classification standard of euphemism in this paper, the author puts forward his own opinion. The cultural mirror and cultural heritage function of language and the special status of euphemism as historical and cultural "living fossils" urge the author to explore the causes of euphemism from the perspective of traditional cultural concepts. Third, the characteristics and classification of euphemism. This part summarizes the characteristics of euphemism from the perspective of diachronic and synchronic. From the diachronic point of view, euphemism changes with the times. Euphemism determines its indirectness and individual difference determines its register. In the aspect of euphemism classification, on the basis of summing up three popular classification standards in current academic circles: the degree of stipulation, the means of constitution and the object of reference, the euphemism, cultural connotation and social psychology of euphemism are divided into taboo categories. Awe class, soothing type, seeking elegant category, disguise class five kinds. Fourth, to Korean Chinese euphemism acquisition situation and error analysis. This part is mainly to explain the design ideas of euphemism questionnaire and the results of the questionnaire, looking for the causes of errors from both inside and outside. The external causes are mainly the negative transfer of Korean and the complexity of Chinese itself. The internal factors are closely related to the rigorous style of Korean society and the present situation of examination-first society, which contribute to rote learning methods and students' personality characteristics. Fifth, the enlightenment to Korean euphemism teaching. In this part, from the point of view of the main body of education, that is, teachers and students, the author puts forward the requirements of knowledge reserve, psychological construction and so on. In view of the national conditions in South Korea, it is proposed to compare the teaching methods of traditional Chinese characters with simplified Chinese characters and the order of teaching before reading, so as to reduce the negative transfer of mother tongues; in terms of teaching methods, culture teaching, Meanwhile context teaching attempts to construct a vocabulary network centered on Chinese euphemism so as to improve the learning efficiency of Chinese by using Korean students' Chinese cognitive foundation. Conclusion. The conclusion describes the general research situation of this paper and points out the shortcomings of this study and the prospects for the future.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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