《汉语口语习惯用语教程》中的惯用语教学研究

发布时间：2018-07-03 05:06

本文选题：惯用语 + 偏误分析　；参考：《云南大学》2015年硕士论文

【摘要】：汉语口语惯用语因其口语色彩浓厚、形式简洁但内涵丰富而活跃于我们的日常生活的交流中。汉语母语者使用惯用语毫无困难,但作为第二语言教学的一部分,惯用语深层次的含义让留学生学习和使用起来都颇为困难,他们在和中国人沟通时经常会碰到这样一些惯用语,每个字都认识,组合在一起但却不清楚表达的意思,所以会经常闹笑话,产生误会。但是又由于一部分惯用语含有深厚的中国文化,留学生表现出极大的兴趣。文章首先在本体研究的基础上,对惯用语的含义、语义特点、语用特点、语法特点和来源等方面进行了大致的描述,通过发放问卷的方法对留学生习得惯用语的情况作了调查分析,发现在惯用语的习得过程中教材的选用、学习汉语的时间、有无语境这三方面起着重要的作用。文章运用第二语言习得方面的偏误分析理论,对留学生在习得使用惯用语和在问卷中产生的偏误进行语义、语用、语法三个层面进行了分类分析,得到了留学生在惯用语的使用中最容易产生偏误的是在语义和语用两方面,并且从文化因素、学习者个体因素、教师个体因素、教材指导因素等方面分析了留学生在惯用语的习得过程中产生不同类型偏误的原因,进而文章最后通过对汉语教师的访谈,结合自身的教学经验,依据第二语言教学中循序渐进、精讲多练、与时俱进等词汇教学原则,总结出在对外汉语教学中应该以教材为主,适当补充内容,在讲解惯用语含义的同时导入有关文化知识,并帮助学习者建立惯用语“家族”等教学方案,针对学习者在语义、语用、语法三方面产生的偏误提出了具体的教学建议。
[Abstract]:Chinese colloquial idioms are active in our daily life because of their strong colloquial color, concise form but rich connotation. Chinese native speakers have no difficulty in using idioms, but as part of second language teaching, the deep meaning of idioms makes it difficult for foreign students to learn and use them. They often encounter such idioms when communicating with Chinese people. Each word is known, combined but not clearly expressed, so they often make jokes and misunderstandings. But because some idioms contain deep Chinese culture, foreign students show great interest. On the basis of the ontological study, this paper gives a general description of the meanings, semantic features, pragmatic features, grammatical features and sources of idioms. Through the investigation and analysis of foreign students' acquisition of idioms, it is found that the selection of textbooks, the time of learning Chinese and the existence of context play an important role in the acquisition of idioms. Based on the theory of error analysis in second language acquisition, this paper makes a classification analysis on the semantic, pragmatic and grammatical errors of idioms and errors in the questionnaire. It is found that the most likely errors in the use of idioms by foreign students are in the aspects of semantics and pragmatics, and in terms of cultural factors, learners' individual factors and teachers' individual factors. This paper analyzes the causes of different types of errors in the acquisition of idioms by foreign students from the aspects of textbook guidance, and finally, through interviews with Chinese teachers, combines with their own teaching experience. According to the principles of vocabulary teaching in second language teaching, such as step by step, intensive teaching and more practice, and keeping pace with the times, it is concluded that teaching materials should be used as the main teaching materials, appropriate supplementary contents should be added, and relevant cultural knowledge should be introduced while explaining the meaning of idioms. It also helps learners to establish idiom "family" teaching programs, and puts forward specific teaching suggestions for errors in semantic, pragmatic and grammatical aspects.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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