隐喻理论下情感形容词的对外汉语教学研究

发布时间：2018-05-20 20:31

本文选题：情感形容词 + 隐喻理论　；参考：《西安外国语大学》2017年硕士论文

【摘要】：对外汉语词汇教学重点之一就是形容词教学,情感形容词数量繁多,所要表达的情感细腻委婉,对汉语学习者来说是难点。国内有关形容词教学方法的研究着实不少,但却未有实质性的创新和进步。莱考夫和约翰逊的隐喻理论提出后,引起了业界学者的普遍重视,关于认知隐喻的研究层出不穷。国外的英语词汇教学已经实施隐喻能力教学,培养学生的隐喻意识。本文试图将认知隐喻理论引入到对外汉语词汇教学中,探讨隐喻能力教学方法对汉语学习者情感形容词的学习效果。希望本论文能够引起对外汉语教师对隐喻理论的认识,并且成为对外汉语教学有用的资料。论文共分为四个部分:第一章绪论部分,简要介绍选题背景及缘由、研究目的和意义、研究方法以及国内外对隐喻能力教学的研究;第二章概述了情感形容词的界定,并基于HSK动态作文语料库,分析了汉语学习者情感形容词的偏误。此外,阐释了莱考夫概念隐喻理论以及情感形容词的概念隐喻类型,明确本文的理论基础。第三章进行隐喻能力教学实施前后对比实验,介绍受试、实验材料和设计以及实验实施过程。并利用spass23.0对测试的结果进行详细的分析与比较,最后讨论并得出结论。第四章从教学大纲、教材编写及教学三个方面,针对汉语学习者的情感形容词偏误,对对外汉语情感形容词教学提出可行有效的教学建议,以期能对对外汉语教学有所帮助。最后总结全文并指出不足。
[Abstract]:One of the key points of vocabulary teaching in TCFL is the teaching of adjectives. The number of emotive adjectives is various and the emotion to be expressed is delicate and euphemism, which is difficult for Chinese learners. There are many researches on adjective teaching methods in China, but there is no substantial innovation and progress. After Lakoff and Johnson's metaphor theory was put forward, scholars in the field paid much attention to it, and the study of cognitive metaphor emerged one after another. English vocabulary teaching abroad has implemented metaphorical competence teaching to cultivate students' metaphorical consciousness. This paper attempts to introduce the cognitive metaphor theory into the vocabulary teaching of Chinese as a foreign language to explore the effect of metaphorical competence teaching methods on Chinese learners' affective adjectives. It is hoped that this thesis can arouse teachers' understanding of metaphor theory and become useful materials for teaching Chinese as a foreign language. The thesis is divided into four parts: the first chapter is the introduction, which briefly introduces the background and reason of the topic, the purpose and significance of the research, the research methods and the teaching of metaphorical competence at home and abroad, and the second chapter summarizes the definition of affective adjectives. Based on the HSK dynamic composition corpus, the errors of Chinese learners' affective adjectives are analyzed. In addition, it explains Lakoff's theory of conceptual metaphor and the types of conceptual metaphors of affective adjectives, and clarifies the theoretical basis of this paper. Chapter three is a comparative experiment before and after the implementation of metaphorical competence teaching, introducing the subjects, experimental materials and design, as well as the process of experimental implementation. The test results are analyzed and compared in detail by spass23.0, and finally discussed and concluded. In the fourth chapter, from the aspects of syllabus, textbook compilation and teaching, aiming at the errors of Chinese learners' affective adjectives, the author puts forward some feasible and effective teaching suggestions for the teaching of Chinese affective adjectives as a foreign language, in order to be helpful to the teaching of Chinese as a foreign language. Finally, it summarizes the full text and points out the deficiency.
【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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