跨文化认知与汉语词汇深度习得的个案研究

发布时间：2018-05-04 22:23

本文选题：跨文化认知 + 汉语词汇　；参考：《山东师范大学》2017年硕士论文

【摘要】：在外语或者第二语言的学习过程中,词汇的学习始终是最重要的学习内容之一,因为“词汇是语言的建筑材料,没有建筑材料就不能盖房子,没有词汇就不能造句子”,“没有语法还可以传达一些信息,但是没有词汇则无法传达任何信息”。然而,在汉语作为第二语言的教学中,地位如此重要的词汇却不容易学,也不容易教。我们经常发现学生遇到生词第一反应不是分析,而是寻求电子词典的帮助;在具体情境中不能选择合适的词汇,词汇的提取速度比较慢,也不能由一个词语迅速联想到在语义上与之相关的其他词语。实际上,这反映的是学生没能深度习得汉语词汇,也即没有掌握词汇的深度知识。词汇深度习得的困难可以从两个角度来分析:首先,汉语词汇蕴含着丰富的文化信息,体现汉民族的文化心理。汉语词汇文化信息的丰富性,首先就在于汉语中有大量包含历史文化信息的词汇,如海量的成语(守株待兔)、惯用语(铁饭碗)、歇后语(电线杆子绑鸡毛——好大的“掸/胆”子!)等。这些词汇背后同时蕴含着中国人的价值观、文化心理、时代特色等。学习者如果想真正掌握汉语词汇,就不得不了解汉语词汇背后所蕴含的这些文化信息。其次,学习者缺乏对词汇背后认知规律的认知。作为中华文化的一部分,汉语词汇从结构到语义都能体现出汉民族的思维认知特点,典型的如隐喻思维、转喻思维、具象思维、联想和推理思维、辩证思维等。如果不了解词汇背后的认知规律,就无法掌握词汇的结构规律和语义组合规律,无法理解汉语词语丰富曲折的意义,无法全面深刻地构建词汇知识、词义网络。如此,词汇学习就变成了机械、乏味、痛苦的学习,更无法实现词汇的自我习得机制。基于以上汉语词汇教学中存在的现实问题,在对汉语词汇背后文化信息和认知规律的理论探讨基础上,通过个案实证研究,观察教学过程中文化认知因素的积极介入对学习者词汇深度习得的影响。在理论和实证研究基础上,从教学策略和学习策略两方面提出合理化建议。
[Abstract]:In the process of learning a foreign language or a second language, vocabulary learning is always one of the most important things to learn, because "vocabulary is the building material of a language, without which a house cannot be built and a sentence cannot be made without vocabulary." Without grammar you can convey something, but without words you can't convey anything. However, in the teaching of Chinese as a second language, such important words are not easy to learn or teach. We often find that the first reaction of students to new words is not to analyze, but to seek the help of electronic dictionaries; they cannot choose the right words in specific situations, and the speed of word extraction is relatively slow. Nor can one word be quickly associated with other words that are semantically relevant. In fact, this reflects the students' failure to acquire Chinese vocabulary in depth, that is, the lack of deep knowledge of vocabulary. The difficulties of deep vocabulary acquisition can be analyzed from two angles: first, Chinese vocabulary contains abundant cultural information, which reflects the cultural psychology of the Han nationality. The richness of Chinese lexical and cultural information lies first in the fact that there are a large number of words in Chinese that contain historical and cultural information. Such as a large number of idioms (waiting for a rabbit, idiom (iron rice bowl, exhortation) (wire pole tied chicken hair-what a big "Shan / gallant") Etc. These words also contain Chinese values, cultural psychology, characteristics of the times and so on. If learners really want to master Chinese vocabulary, they have to understand the cultural information behind Chinese vocabulary. Secondly, the learners lack the cognition of the cognitive law behind the vocabulary. As a part of Chinese culture, Chinese vocabulary can embody the cognitive characteristics of Chinese people from structure to semantics, such as metaphorical thinking, metonymy thinking, figurative thinking, associative and reasoning thinking, dialectical thinking and so on. If we do not understand the cognitive law behind vocabulary, we can not grasp the rules of structure and semantic combination of words, can not understand the rich and tortuous meaning of Chinese words, and can not fully and profoundly construct lexical knowledge and semantic network. In this way, vocabulary learning becomes mechanical, boring and painful learning, and it can not realize the self-acquisition mechanism of vocabulary. Based on the above practical problems in the teaching of Chinese vocabulary, and on the basis of the theoretical discussion of the cultural information and cognitive law behind the Chinese vocabulary, this paper makes an empirical case study. To observe the influence of cultural cognitive factors on learners' deep vocabulary acquisition in the process of teaching. On the basis of theoretical and empirical research, this paper puts forward some reasonable suggestions from two aspects: teaching strategy and learning strategy.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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