留学生汉语“请求”言语表达语用教学分析探究

发布时间：2018-11-09 10:43

【摘要】：在现实生活中,很多留学生的汉语表达虽然很流利,但在内容上不是很贴切、得体,甚至有时会让中国人觉得十分失礼。这说明留学生在掌握语言知识之外还需要了解如何在特定情境下采取恰当的语言形式或策略才能进行得体地表达。本文针对这一问题以汉语“请求”言语表达为例,调查留学牛在汉语“请求”言语表达方面的习得情况,通过分析留学生出现的问题,探究汉语“请求”言语表达的语用教学对策,以期提高留学生化的交际能力。绪论部分介绍了本文研究目的、意义以及研究文献综述。正文分为五个部分。第一部分简要介绍了理论框架:礼貌原则理论和言语行为理论。第二部分总结了汉语“请求”言语表达序列组成;明确了汉语“请求”言语表达的策略分类;列举了汉语“请求”言语表达的修正手段。第三部分结合以上汉语“请求”言语表达的分析,设计了涉及16个情境的调查问卷。通过调查问卷考察了初、中、高三个等级留学生的“请求”言语表达习得情况,并与同样接受问卷调查的中国人的“请求”表达情况进行比较。调查发现留学生有社交语用知识的欠缺、语用意识薄弱、汉语“请求”言语表达相关的语言语用知识认知不完整等三个方面的问题。第四部分综合以上资料、在分析了教学大纲和教材的基础上,在汉语“请求”言语表达的语用教学方面提出以下建议:把提高语用意识、增加语用知识、了解中国社会文化作为教学目标。安排全面的句式讲解、完整的序列介绍、对情境的剖析、中国社会文化的介绍以及大量的互动练习作为教学内容。选取显性教学作为主要教学方式,增添运用真实语料、突显元语用信息、输入性练习、输出练习等手段。第五部分阐述了结论,并对不足进行了概括。希望通过以上的分析与探究能够对汉语语用教学方面有所帮助和参考,让留学生可以更自如、地道地表达汉语。
[Abstract]:In real life, although many foreign students express Chinese fluently, they are not very appropriate and appropriate in content, and sometimes even make the Chinese feel very disrespectful. This indicates that foreign students need to know how to adopt the appropriate language form or strategy in a specific situation in order to express them appropriately in addition to mastering language knowledge. In this paper, taking the Chinese "request" language expression as an example, this paper investigates the acquisition of the Chinese "request" speech expression by the cattle studying abroad, and analyzes the problems of the overseas students. In order to improve the communicative competence of foreign students, this paper probes into the pragmatic teaching strategies of Chinese "request" language expression. The introduction part introduces the purpose, significance and literature review of this paper. The text is divided into five parts. The first part briefly introduces the theoretical framework: politeness principle theory and speech act theory. The second part summarizes the composition of the Chinese "request" speech expression sequence, clarifies the strategy classification of the Chinese "request" speech expression, and enumerates the modified means of the Chinese "request" speech expression. The third part, based on the above analysis of Chinese "request" language expression, designs a questionnaire involving 16 situations. This paper investigates the acquisition of "request" speech expression in junior, middle and high school students by questionnaire, and compares it with that of Chinese students who also receive the questionnaire. It is found that foreign students have three problems: lack of social-pragmatic knowledge, weak pragmatic awareness and incomplete cognition of pragmatic knowledge related to the expression of "request" language in Chinese. The fourth part synthesizes the above data, on the basis of analyzing the syllabus and the teaching material, puts forward the following suggestions in the pragmatic teaching of the Chinese "request" speech expression: to improve the pragmatic consciousness and increase the pragmatic knowledge; Understand Chinese social culture as teaching goal. Arrange comprehensive sentence explanation, complete sequence introduction, analysis of situation, introduction of Chinese social culture and a large number of interactive exercises as teaching contents. Taking explicit teaching as the main teaching method, adding the real corpus, highlighting meta-pragmatic information, input exercises, output exercises and so on. The fifth part elaborated the conclusion, and carried on the summary to the insufficiency. It is hoped that the above analysis and exploration can be helpful and reference to the teaching of Chinese pragmatics so that foreign students can express Chinese more freely and truly.
【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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