对外汉语敬谦语教学研究
发布时间：2019-05-23 10:43
【摘要】：凡是含有恭敬或者谦虚的基本意义或色彩意义的词语都是敬谦语。一些本来没有敬谦属性的词语在一些特定的场合中,含有了恭敬或者谦虚的感情色彩,那么在这种场合下,这些词语就是敬谦语,是对外汉语敬谦语教学的教学对象。敬谦语的特点表现在语境相关性和时代差异性上。现代汉语敬谦语可以分为两类:一类是称谓性敬谦语,另一类是表述性敬谦语。根据上述分类,同时将敬语与谦语分开统计,考查《国际汉语教学通用课程大纲(修订版)》发现:1.称谓性敬谦语的数量稍多,表述性敬谦语的数量较少,而且未收入日常交际中常用的敬谦语。2.大纲中敬谦语的排列等级不甚合理。3.大纲中敬语的数量明显要多于谦语的数量。考查《汉语水平词汇与汉字等级大纲(修订本)》发现:1.《词汇大纲》与《课程大纲》相同,所收录的敬谦语都是敬语数量多于谦语。2.甲级词汇中的敬谦语占的比例最高,其次是乙级词汇和丙级词汇,丁级词汇中的敬谦语所占比例最小。《词汇大纲》中的甲级词是最常用词,乙级词是常用词,丙级词是次常用词,丁级词是通用词。据此可以发现:最常用词中的敬谦语比例最高。说明对外汉语学习者在汉语学习之初,就应了解并掌握简单的敬谦词语。这就要求对外汉语初级教材中需要包含一定量的常用敬谦词语,而且对外汉语教师应根据教学内容,帮助学生理解和学会使用汉语敬谦语。3.《词汇大纲》中的敬谦语排列顺序也存在一定问题,未能体现“急用先学”的原则。此外,考查初级阶段对外汉语教材《汉语教程》上、下册的敬谦语分布情况可知,教材中的敬谦语编排在内容选择、注释讲解和出现频率上都有待改进,有关谦语方面的内容分布和讲解亟待加强。优化对外汉语初级教材中敬谦语的注释,有利于留学生在课下预习和复习教材中有关敬谦语的内容,从而更好地掌握敬谦语和中国“礼”文化。根据调查问卷(初级)、(中高级)的调查结果和错误分析,我们发现对外汉语学习的初级阶段是学习者习得敬谦语的基础阶段,也是最佳阶段。在这一阶段介绍中国“礼”文化、“敬谦”文化和汉语敬谦语有利于学习者在汉语学习之初就了解敬谦语和中国文化,减少跨文化交际障碍的发生几率。因此在初级阶段的敬谦语教学很重要,对外汉语教师应在授课过程中加强此方面的教学,让学生了解并学会运用敬谦语。针对大纲、教材和调查问卷反映出来的问题,在设计“汉语敬谦语”主题课时确定了教学对象、教学目标和内容、教学方法及步骤,继而开展针对初级阶段留学生的“汉语敬谦语”教学实际,随后使用当堂随堂测试的方式考察学生的敬谦语习得情况,反思教学方式和效果,最后总结教学经验。
[Abstract]:Any word that contains the basic meaning or color meaning of respect or modesty is a word of respect and humility. In some specific occasions, some words that do not have the attribute of respect and modesty contain the emotional color of respect or modesty, so in this case, these words are respect for humility and the teaching object of respect for humility as a foreign language. The characteristics of humility are manifested in the relevance of context and the differences of the times. Modern Chinese humility can be divided into two categories: one is appellation respect humility, the other is declarative humility. According to the above classification, the honorific language and humility are counted separately, and the general syllabus for international Chinese teaching (revised edition) is examined and found that: 1. The number of appellation humility is slightly higher, the number of declarative humility is small, and it is not included in the humility commonly used in daily communication. 2. The ranking of humility in the outline is not very reasonable. The number of honorific words in the outline is significantly more than that of humility. A review of the Chinese level Vocabulary and Chinese character Grade outline (revised) shows that: 1. The Vocabulary syllabus is the same as the Curriculum outline, and the number of honorific words included is more than that of humility. 2. The proportion of humility in Grade A vocabulary is the highest, followed by Grade B vocabulary and Grade C vocabulary, and the proportion of humility words in Grade D vocabulary is the smallest. Grade A words in the outline of Vocabulary are the most commonly used words, and Grade B words are common words. Class C word is a second common word, Ding level word is a general word. According to this, we can find that the proportion of humility in the most commonly used words is the highest. It shows that at the beginning of learning Chinese as a foreign language, learners should understand and master simple respectful words. This requires that the primary teaching material of Chinese as a foreign language should contain a certain amount of commonly used respectful words, and teachers of Chinese as a foreign language should be based on the teaching content. To help students understand and learn to use humility in Chinese. 3. There are also some problems in the order of humility in the Vocabulary outline, which fails to reflect the principle of "learning first." In addition, the distribution of humility in the textbook of Chinese as a foreign language in the primary stage of the textbook, the distribution of humility in the next volume, shows that the arrangement of humility in the textbook needs to be improved in terms of content selection, explanation of notes and frequency of occurrence. The distribution and explanation of humility should be strengthened urgently. Optimizing the notes of humility in the primary textbook of Chinese as a foreign language is helpful for foreign students to preview and review the content of humility in the textbook after class, so as to better master the culture of humility and Chinese "propriety". According to the survey results and error analysis of the questionnaire (junior), (middle and advanced), we find that the primary stage of learning Chinese as a foreign language is the basic stage and the best stage for learners to acquire respectful and humble language. At this stage, the introduction of Chinese "propriety" culture, "respectful modesty" culture and Chinese respectful humility language is helpful for learners to understand respectful humility and Chinese culture at the beginning of Chinese learning, and reduce the probability of intercultural communication barriers. Therefore, it is very important to teach humility in the primary stage. Teachers of Chinese as a foreign language should strengthen this teaching in the course of teaching, so that students can understand and learn to use humility. In view of the problems reflected in the outline, teaching materials and questionnaires, the teaching objects, teaching objectives and contents, teaching methods and steps are determined in the design of the theme course of "Chinese respect for humility". Then we carry out the teaching practice of "Chinese respect and humility" for foreign students in the primary stage, and then use the way of following the classroom test to investigate the students' acquisition of humility, reflect on the teaching methods and effects, and finally summarize the teaching experience.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
本文编号：2483834
[Abstract]:Any word that contains the basic meaning or color meaning of respect or modesty is a word of respect and humility. In some specific occasions, some words that do not have the attribute of respect and modesty contain the emotional color of respect or modesty, so in this case, these words are respect for humility and the teaching object of respect for humility as a foreign language. The characteristics of humility are manifested in the relevance of context and the differences of the times. Modern Chinese humility can be divided into two categories: one is appellation respect humility, the other is declarative humility. According to the above classification, the honorific language and humility are counted separately, and the general syllabus for international Chinese teaching (revised edition) is examined and found that: 1. The number of appellation humility is slightly higher, the number of declarative humility is small, and it is not included in the humility commonly used in daily communication. 2. The ranking of humility in the outline is not very reasonable. The number of honorific words in the outline is significantly more than that of humility. A review of the Chinese level Vocabulary and Chinese character Grade outline (revised) shows that: 1. The Vocabulary syllabus is the same as the Curriculum outline, and the number of honorific words included is more than that of humility. 2. The proportion of humility in Grade A vocabulary is the highest, followed by Grade B vocabulary and Grade C vocabulary, and the proportion of humility words in Grade D vocabulary is the smallest. Grade A words in the outline of Vocabulary are the most commonly used words, and Grade B words are common words. Class C word is a second common word, Ding level word is a general word. According to this, we can find that the proportion of humility in the most commonly used words is the highest. It shows that at the beginning of learning Chinese as a foreign language, learners should understand and master simple respectful words. This requires that the primary teaching material of Chinese as a foreign language should contain a certain amount of commonly used respectful words, and teachers of Chinese as a foreign language should be based on the teaching content. To help students understand and learn to use humility in Chinese. 3. There are also some problems in the order of humility in the Vocabulary outline, which fails to reflect the principle of "learning first." In addition, the distribution of humility in the textbook of Chinese as a foreign language in the primary stage of the textbook, the distribution of humility in the next volume, shows that the arrangement of humility in the textbook needs to be improved in terms of content selection, explanation of notes and frequency of occurrence. The distribution and explanation of humility should be strengthened urgently. Optimizing the notes of humility in the primary textbook of Chinese as a foreign language is helpful for foreign students to preview and review the content of humility in the textbook after class, so as to better master the culture of humility and Chinese "propriety". According to the survey results and error analysis of the questionnaire (junior), (middle and advanced), we find that the primary stage of learning Chinese as a foreign language is the basic stage and the best stage for learners to acquire respectful and humble language. At this stage, the introduction of Chinese "propriety" culture, "respectful modesty" culture and Chinese respectful humility language is helpful for learners to understand respectful humility and Chinese culture at the beginning of Chinese learning, and reduce the probability of intercultural communication barriers. Therefore, it is very important to teach humility in the primary stage. Teachers of Chinese as a foreign language should strengthen this teaching in the course of teaching, so that students can understand and learn to use humility. In view of the problems reflected in the outline, teaching materials and questionnaires, the teaching objects, teaching objectives and contents, teaching methods and steps are determined in the design of the theme course of "Chinese respect for humility". Then we carry out the teaching practice of "Chinese respect and humility" for foreign students in the primary stage, and then use the way of following the classroom test to investigate the students' acquisition of humility, reflect on the teaching methods and effects, and finally summarize the teaching experience.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
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