基于中俄不同语言文化观念的汉语词汇教学
发布时间：2018-07-21 14:45
【摘要】：跨文化交际的过程是交际双方所属的不同文化进行对话的过程,即双方民族意识之间进行对话的过程。民族语言意识的差别是跨文化交际中出现互不理解现象的原因之一。民族文化差异无疑是导致语言意识差异的诸多因素中的一个最为主要的因素。不了解一个民族的文化及其民族心智特点和民族性格特征,就无法保证交际的顺利进行,进而不能成为跨文化交际的有效参与者。词语反映一个民族的文化,蕴含着丰富的民族文化信息,是民族文化差异的主要体现者。在讨论跨文化交际过程时通常是从语言承载者的语言意识出发,通过揭示不同个体语言意识中词的秘密,以发现不同民族的文化差异。掌握并正确运用词汇是实现听说读写等言语能力的基础,因此,外语教学中词汇教学占据重要地位。词汇教学中存在的一个重要问题是如何筛选学习材料。为了解决该问题,需要制定筛选教学材料的标准,即选取具有最大教学价值,并且要不仅有助于学习汉语交际,而且有助于熟悉中国文化的词汇。为此,笔者制定了如下筛选标准:具有文化学和国情学价值;具有重要社会意义;学习者的兴趣;大学生母语文化特征;现实性;主题性;大学生的语言素养程度;功能性和语用性;直观性。根据此标准,笔者认为,只有语言文化观念才符合所有上述标准。中俄文化具有差异性,因此反映客观现实的词汇概念系统也是不同的,完全对等的词汇概念是非常少的。造成俄语词汇和汉语词汇之间差异的原因有很多,但主要的原因是因为两种语言中词汇所蕴含的文化背景知识的不同,因而在教学中利用语言世界图景中文化观念词进行适当的文化导入显得非常重要,尤其是在汉语教学中,因为汉语中含有大量具有丰富文化内涵的词汇。文化观念词是概念意与文化内涵的结合体,它使学生的认识不仅进入到物质文化层面,更深入到精神文化层面,因此本论文的研究主要涉及词汇语义及文化意义问题。从关注语言到关注语言中的人,这种转向促使现代教学法研究者们思考如何建立以实现跨文化交际为目的的教学新模式。在这种模式中,施教者通过在教学过程中采取一些有效的教学策略,使外语学习者同时成为研究者和被研究对象,让他们通过比较和联系的方式,在已有本族语知识经验的基础上重新建立新的语言文化系统,最终形成外语思维,达到跨文化交际的目的。这也正是本文的研究宗旨。本论文以语言文化学、心理语言学和认知语言学理论为基础,利用跨文化交际学的研究成果开展自己的研究,并深入探讨语言、文化及语言意识之间的交叉和互动关系,以期有效地进行外语教学。
[Abstract]:The process of cross-cultural communication is the process of dialogue between different cultures, that is, the process of dialogue between the two sides' national consciousness. The difference of national language consciousness is one of the reasons for the phenomenon of mutual understanding in cross-cultural communication. The difference of national culture is undoubtedly one of the most important factors leading to the difference of language consciousness. Without knowing a nation's culture, its national mental characteristics and national character, it is impossible to ensure the smooth progress of communication, and thus can not become an effective participant in cross-cultural communication. Words reflect the culture of a nation, contain rich national cultural information, and are the main embodiment of national cultural differences. When discussing the process of cross-cultural communication, we usually start from the linguistic consciousness of the language bearer, and discover the cultural differences of different nationalities by revealing the secrets of words in different individual language consciousness. Therefore, vocabulary teaching plays an important role in foreign language teaching. An important problem in vocabulary teaching is how to screen learning materials. In order to solve this problem, it is necessary to draw up the criteria for selecting teaching materials, that is, to select the words that have the greatest teaching value, and to help not only learning Chinese communication, but also familiarizing the vocabulary of Chinese culture. For this reason, the author has formulated the following screening criteria: cultural and national value; important social significance; learner's interest; cultural characteristics of college students' mother tongue; reality; theme; degree of language literacy of college students; Function and pragmatics; intuitionism. According to this standard, the author thinks that only the concept of language and culture can meet all the above standards. Chinese and Russian cultures are different, so the system of lexical concepts reflecting objective reality is different, and the concept of complete equivalence is very few. There are many reasons for the difference between Russian vocabulary and Chinese vocabulary, but the main reason is the difference of cultural background knowledge contained in vocabulary in the two languages. Therefore, it is very important to use the words of cultural concept in the language world picture to introduce appropriate culture, especially in the teaching of Chinese, because there are a lot of words with rich cultural connotations in Chinese. Cultural concept words are the combination of conceptual meaning and cultural connotation, which make students' understanding not only enter the material culture level, but also go deep into the spiritual culture level, so the research of this thesis mainly involves the lexical meaning and the cultural meaning. From paying attention to language to paying attention to people in language, this shift has prompted researchers of modern teaching methods to think about how to establish a new teaching model for the purpose of realizing cross-cultural communication. In this model, teachers adopt some effective teaching strategies in the process of teaching, so that foreign language learners become both researchers and subjects of study, so that they can be compared and connected. Based on the existing knowledge and experience of native language, a new linguistic and cultural system is established to form foreign language thinking and achieve the purpose of intercultural communication. This is exactly the purpose of this paper. Based on the theories of linguistic culturology, psycholinguistics and cognitive linguistics, this thesis makes use of the research results of cross-cultural communication, and probes into the intersections and interactions among language, culture and linguistic consciousness. In order to effectively carry out foreign language teaching.
【学位授予单位】：吉林华桥外国语学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
，
本文编号：2135863
[Abstract]:The process of cross-cultural communication is the process of dialogue between different cultures, that is, the process of dialogue between the two sides' national consciousness. The difference of national language consciousness is one of the reasons for the phenomenon of mutual understanding in cross-cultural communication. The difference of national culture is undoubtedly one of the most important factors leading to the difference of language consciousness. Without knowing a nation's culture, its national mental characteristics and national character, it is impossible to ensure the smooth progress of communication, and thus can not become an effective participant in cross-cultural communication. Words reflect the culture of a nation, contain rich national cultural information, and are the main embodiment of national cultural differences. When discussing the process of cross-cultural communication, we usually start from the linguistic consciousness of the language bearer, and discover the cultural differences of different nationalities by revealing the secrets of words in different individual language consciousness. Therefore, vocabulary teaching plays an important role in foreign language teaching. An important problem in vocabulary teaching is how to screen learning materials. In order to solve this problem, it is necessary to draw up the criteria for selecting teaching materials, that is, to select the words that have the greatest teaching value, and to help not only learning Chinese communication, but also familiarizing the vocabulary of Chinese culture. For this reason, the author has formulated the following screening criteria: cultural and national value; important social significance; learner's interest; cultural characteristics of college students' mother tongue; reality; theme; degree of language literacy of college students; Function and pragmatics; intuitionism. According to this standard, the author thinks that only the concept of language and culture can meet all the above standards. Chinese and Russian cultures are different, so the system of lexical concepts reflecting objective reality is different, and the concept of complete equivalence is very few. There are many reasons for the difference between Russian vocabulary and Chinese vocabulary, but the main reason is the difference of cultural background knowledge contained in vocabulary in the two languages. Therefore, it is very important to use the words of cultural concept in the language world picture to introduce appropriate culture, especially in the teaching of Chinese, because there are a lot of words with rich cultural connotations in Chinese. Cultural concept words are the combination of conceptual meaning and cultural connotation, which make students' understanding not only enter the material culture level, but also go deep into the spiritual culture level, so the research of this thesis mainly involves the lexical meaning and the cultural meaning. From paying attention to language to paying attention to people in language, this shift has prompted researchers of modern teaching methods to think about how to establish a new teaching model for the purpose of realizing cross-cultural communication. In this model, teachers adopt some effective teaching strategies in the process of teaching, so that foreign language learners become both researchers and subjects of study, so that they can be compared and connected. Based on the existing knowledge and experience of native language, a new linguistic and cultural system is established to form foreign language thinking and achieve the purpose of intercultural communication. This is exactly the purpose of this paper. Based on the theories of linguistic culturology, psycholinguistics and cognitive linguistics, this thesis makes use of the research results of cross-cultural communication, and probes into the intersections and interactions among language, culture and linguistic consciousness. In order to effectively carry out foreign language teaching.
【学位授予单位】：吉林华桥外国语学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
，
本文编号：2135863
本文链接：https://www.wllwen.com/wenyilunwen/yuyanyishu/2135863.html
