动物隐喻视角下的对外汉语成语教学研究

发布时间：2018-08-14 15:51

【摘要】：词汇教学是对外汉语教学的重点与难点,成语教学更是词汇教学的难点。成语是汉语词汇的精华部分,被称为中国语言的“活化石”。动物成语作为成语中的重要组成部分,体现了汉民族独特的认知思维特点。近年来,国内外的对外汉语研究者从不同角度对对外汉语成语教学进行了研究与探讨。隐喻就是其中的一种研究角度。隐喻是人类所共有的一种独特的认识方式。在长期的共同生活中,人们发现某些动物的生理属性、生活方式、行为方式和生活环境与人类存在着相似之处,这些相似之处通过语言的概括,便形成了动物隐喻。由于文化传统和思维方式的差异,不同民族对于同种动物的感情色彩也不尽相同。然而,从目前的研究情况看,对动物隐喻和动物成语的研究大多局限于汉外动物成语的翻译和文化对比上,而对于动物隐喻在对外汉语成语教学上的应用涉及到得较少。因此,笔者结合前人的研究成果和实践调查提出了自己的研究思路。本文共计五部分。第一部分为绪论,主要论述了研究缘起及价值,国内外研究现状,研究对象及研究方法。第二部分为动物隐喻对成语语义的影响。这是本文的理论部分。本章分为五节,分别是概念隐喻理论,动物隐喻的生成机制,格特力“人是动物”的隐喻命题,成语的隐喻认知机制和动物隐喻机制对成语语义的影响。本章主要阐述了概念隐喻、动物隐喻理论和动物隐喻对成语的影响。在概念隐喻理论研究中论述了概念隐喻的类型,指出动物隐喻属于其中的本体隐喻。在成语的隐喻认知机制研究中,详细论述成语的隐喻认知机制为后文教学策略的提出提供理论基础。在动物隐喻机制对成语语义的影响研究中,论述动物隐喻机制对成语的影响主要表现在语义上,以及动物隐喻机制对成语语义所产生的影响。第三部分为汉、日、英成语中的动物隐喻对比。本章是本文的重点,动物隐喻相对应的即动物成语。本章对动物成语在汉、日、英三种语言中的分布进行了定量考察,选出高频的三种动物狗、马、鱼,将其在汉、日、英成语中的动物隐喻含义进行对比分析,找出其异同并分析原因。第四部分为利用动物隐喻进行成语教学的策略。本章分为两节。第一节从宏观上提出怎样利用动物隐喻进行成语教学,第二节选择具有代表性的动物进行具体的、可操作性强的教学案例示例。第五部分为结论,总结全文主要观点及本文存在的不足及研究的局限。
[Abstract]:Vocabulary teaching is the key and difficult point in teaching Chinese as a foreign language, and idiom teaching is even more difficult in vocabulary teaching. Idioms are the essence of Chinese vocabulary and are called "living fossils" of Chinese language. As an important part of idioms, animal idioms embody the unique cognitive thinking characteristics of Han nationality. In recent years, the teaching of Chinese idioms as a foreign language has been studied and discussed from different angles. Metaphor is one of them. Metaphor is a unique way of cognition shared by human beings. In the long-term common life, people find that there are similarities between some animals' physiological attribute, life style, behavior style and living environment, and these similarities form animal metaphor through the generalization of language. Due to differences in cultural traditions and modes of thinking, different nations have different feelings for the same animals. However, most of the studies on animal metaphors and animal idioms are limited to the translation and cultural comparison of Chinese and foreign animal idioms, but the application of animal metaphors in teaching Chinese idioms as a foreign language is less. Therefore, the author puts forward his own research ideas based on the previous research results and practical investigation. There are five parts in this paper. The first part is the introduction, mainly discusses the origin and value of the research, domestic and foreign research status, research object and research methods. The second part is the influence of animal metaphor on idiom semantics. This is the theoretical part of this paper. This chapter is divided into five sections: conceptual metaphor theory, animal metaphor generation mechanism, Gertrude's metaphorical proposition of "Man is an animal", the cognitive mechanism of idiom metaphor and the influence of animal metaphor mechanism on idiom semantics. This chapter mainly discusses the influence of conceptual metaphor, animal metaphor theory and animal metaphor on idioms. This paper discusses the types of conceptual metaphors and points out that animal metaphors belong to Noumenon metaphors. In the study of metaphorical cognitive mechanism of idioms, this paper discusses the metaphorical cognitive mechanism of idioms in detail and provides a theoretical basis for the later teaching strategies. In the study of the influence of animal metaphor mechanism on idiom semantics, it is discussed that the influence of animal metaphor mechanism on idiom mainly lies in semantics, and the influence of animal metaphor mechanism on idiom semantics. The third part is the comparison of animal metaphors in Chinese, Japanese and English idioms. This chapter is the focus of this paper, animal metaphor corresponding to the animal idiom. This chapter makes a quantitative study on the distribution of animal idioms in Chinese, Japanese and English, and selects three kinds of high frequency animal dogs, horses and fish, and makes a comparative analysis of their metaphorical meanings in Chinese, Japanese and English idioms. Find out the similarities and differences and analyze the reasons. The fourth part is the strategy of idiom teaching using animal metaphor. This chapter is divided into two sections. The first section proposes how to use animal metaphor to teach idioms from the macro perspective, and the second section selects representative animals to carry out specific and operable teaching examples. The fifth part is the conclusion, summarizes the main points of view and the limitations of this paper.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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