关联理论在留学生阅读教学中的应用研究
发布时间：2018-07-20 12:05
【摘要】：随着越来越多的留学生来华学习汉语，现代对外汉语的教学也逐渐进入到人们的视野里。其中对于汉语阅读的教学，也成为对外汉语教师的关注的焦点之一。关联理论的出现已经有一段时间了，它作为语言学理论的新发现，为西方语用学的发展提供了强有力的动力。关联理论的优点完全可以运用在对外汉语阅读教学中，，利用关联理论的优势为对外汉语阅读教学服务，能够提高留学生的阅读水平，这样为其学好汉语打好坚实牢固的基础，也把汉语推向世界。 本文分为了五个部分。 第一部分阐述了目前对外汉语阅读教学的一些方法，在阅读教学中应该注意的问题，并且将关联理论的内容和观点进行了说明和介绍。 第二部分主要阐释了关联理论和阅读教学的关系，关联理论对阅读理解有着怎样的解释力，并且关联理论的几个方面：明示——推理法、语境把握、最佳关联是如何在阅读中发挥作用的，并且是怎样在阅读教学中适用的。 第三部分介绍了关联理论在留学生阅读教学中应用的具体方法，在非语言知识方面和语言知识方面进行了阐述。 第四部分介绍了关联理论在阅读教学中的例证以及对阅读教学的效果进行了分析。 第五部分为结语。
[Abstract]:With more and more foreign students coming to China to study Chinese, the teaching of modern Chinese as a foreign language has gradually entered people's vision. Among them, the teaching of Chinese reading has become one of the focuses of TCFL teachers. Relevance theory has been around for some time. As a new discovery of linguistic theory, it provides a powerful impetus for the development of western pragmatics. The advantages of relevance theory can be applied to the teaching of reading Chinese as a foreign language, and the advantages of relevance theory can be used to serve the teaching of reading Chinese as a foreign language, so as to improve the reading level of foreign students, thus laying a solid and solid foundation for their learning Chinese well. Also push the Chinese language to the world. This paper is divided into five parts. The first part expounds some methods of teaching Chinese as a foreign language reading, some problems that should be paid attention to in reading teaching, and explains and introduces the contents and viewpoints of relevance theory. The second part mainly explains the relationship between relevance theory and reading teaching, how relevance theory can explain reading comprehension, and some aspects of relevance theory: ostensive-inferential approach, context grasp. How the best relevance plays a role in reading, and how it works in reading teaching. The third part introduces the application of relevance theory in the teaching of reading for foreign students, including non-linguistic knowledge and linguistic knowledge. The fourth part introduces the examples of relevance theory in reading teaching and analyzes the effect of reading teaching. The fifth part is the conclusion.
【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2133459
[Abstract]:With more and more foreign students coming to China to study Chinese, the teaching of modern Chinese as a foreign language has gradually entered people's vision. Among them, the teaching of Chinese reading has become one of the focuses of TCFL teachers. Relevance theory has been around for some time. As a new discovery of linguistic theory, it provides a powerful impetus for the development of western pragmatics. The advantages of relevance theory can be applied to the teaching of reading Chinese as a foreign language, and the advantages of relevance theory can be used to serve the teaching of reading Chinese as a foreign language, so as to improve the reading level of foreign students, thus laying a solid and solid foundation for their learning Chinese well. Also push the Chinese language to the world. This paper is divided into five parts. The first part expounds some methods of teaching Chinese as a foreign language reading, some problems that should be paid attention to in reading teaching, and explains and introduces the contents and viewpoints of relevance theory. The second part mainly explains the relationship between relevance theory and reading teaching, how relevance theory can explain reading comprehension, and some aspects of relevance theory: ostensive-inferential approach, context grasp. How the best relevance plays a role in reading, and how it works in reading teaching. The third part introduces the application of relevance theory in the teaching of reading for foreign students, including non-linguistic knowledge and linguistic knowledge. The fourth part introduces the examples of relevance theory in reading teaching and analyzes the effect of reading teaching. The fifth part is the conclusion.
【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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本文编号：2133459
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