本文關(guān)鍵詞：對外漢語教學(xué)中的歧義現(xiàn)象研究　出處：《山東師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 對外漢語教學(xué) 漢語 歧義

【摘要】：歧義問題長期以來一直是漢語研究中的一個(gè)重要問題，也是許多語言中存在的普遍現(xiàn)象。本文在概括整理已有研究成果的基礎(chǔ)上，結(jié)合自己對歧義問題的認(rèn)識(shí)和在對外漢語教學(xué)中的實(shí)踐，提出了一些淺陋的認(rèn)識(shí)。漢語中的歧義現(xiàn)象在對外漢語教學(xué)中是一個(gè)難點(diǎn)，同時(shí)，它又是留學(xué)生學(xué)習(xí)漢語無法繞過的一個(gè)語言點(diǎn)。不認(rèn)識(shí)歧義，了解歧義，必然影響交際的正常進(jìn)行。所以，研究對外漢語教學(xué)中的歧義現(xiàn)象很有必要。希望本論文得出的結(jié)論對今后的對外漢語教學(xué)具有借鑒和參考價(jià)值。本論文主要分為六個(gè)部分來進(jìn)行論述： 第一章引論部分，，主要包括選題意義、研究現(xiàn)狀及趨勢和研究計(jì)劃。先概述了半個(gè)多世紀(jì)以來現(xiàn)代漢語歧義研究所取得的成果。從語言研究、語法研究、對外漢語教學(xué)、漢語歧義現(xiàn)象的相對普遍性等角度分析歧義研究的意義。 第二章漢語中的歧義現(xiàn)象分析，主要是對漢語歧義現(xiàn)象進(jìn)行本體上的研究。從歧義產(chǎn)生的原因、歧義的含義與分類入手，讓大家對漢語歧義現(xiàn)象有一個(gè)總體的認(rèn)識(shí)。首先，從語音、詞匯、語法、社會(huì)文化方面分析了漢語歧義產(chǎn)生的原因；接著，對歧義進(jìn)行了界定,對容易混淆的幾個(gè)概念進(jìn)行了論述。然后，根據(jù)歧義的產(chǎn)生原因把歧義分成了四種類型，對四種類型的歧義進(jìn)行了討論。此后我們介紹了消除歧義的方法。最后，討論了歧義的積極作用。 第三章留學(xué)生習(xí)得漢語歧義現(xiàn)象情況的調(diào)查與分析，這一部分是重點(diǎn)，主要是做深入細(xì)致的調(diào)查。文章首先對調(diào)查對象、調(diào)查方法、問卷設(shè)計(jì)、調(diào)查內(nèi)容作了簡要的說明。我們對來自不同國家的留學(xué)生進(jìn)行了問卷調(diào)查，問卷分別設(shè)計(jì)了聽力、注音、選擇三種題型，力求多層次反映學(xué)生的習(xí)得狀況。調(diào)查結(jié)果以圖表的形式展現(xiàn)。針對調(diào)查結(jié)果，我們分析了留學(xué)生對漢語歧義的習(xí)得情況。 第四章從第二語言習(xí)得理論看漢語歧義的理論基礎(chǔ)，我們運(yùn)用第二語言習(xí)得理論分析了漢語歧義的理論基礎(chǔ)問題。在這一章中，我們運(yùn)用了語言監(jiān)控模式、合作原則、言語行為理論和文化適應(yīng)模式四種理論。 第五章對外漢語教材中關(guān)于歧義的設(shè)置和歧義現(xiàn)象教學(xué)對策。我們首先討論了對外漢語教材中提到的漢語歧義現(xiàn)象，并且對教材提出了一些建議。然后詳細(xì)介紹了一些教學(xué)對策。 第六章結(jié)語，這一部分是對整篇文章內(nèi)容的總結(jié)。在作了上述研究分析之后，能夠明白文章的意義何在。在對外漢語教學(xué)中，探索歧義的奧秘，使留學(xué)生能夠在交際交流中避免漢語中的歧義以及能夠正確地認(rèn)識(shí)歧義，運(yùn)用歧義。這個(gè)過程是漫長而充滿趣味的，同時(shí)，作者把本文的缺點(diǎn)與不足之處概括了出來。
[Abstract]:The problem of ambiguity has long been an important issue in the research of Chinese, and it is also a common phenomenon in many languages. In this paper generalized the existing research results, combined with their own understanding of ambiguity and in foreign language teaching practice, puts forward some shallow understanding of the ambiguity in Chinese. In teaching Chinese as a foreign language is a difficult problem, at the same time, it is also a Chinese language point can not be bypassed by the students to learn. Don't know about ambiguity, ambiguity, will inevitably affect the normal communication. So, research on foreign language teaching of ambiguity in phenomenology is necessary. Hope the conclusion of this paper has reference and the reference value of foreign language teaching in the future. This thesis is mainly divided into six parts:
The first chapter is the introduction part, mainly includes the significance of the topic, research status and trends and research programs. The first overview obtained in the research on Modern Chinese Ambiguity in more than half a century. The research results from the study of language, grammar, teaching Chinese as a foreign language, the relative universality angle ambiguity in the analysis of the significance of the study of ambiguity.
The second chapter analysis of ambiguity in Chinese, is mainly studied on the body of Chinese ambiguity. The reason from the ambiguity of the meaning and classification of ambiguity, and let us have a general understanding of Chinese ambiguity. First of all, from the pronunciation, vocabulary, grammar, society and the causes of ambiguous analysis of culture; secondly, the definition of ambiguity, on several confusing concepts were discussed. Then, ambiguity is divided into four types according to the causes of ambiguity, on four kinds of ambiguity are discussed. Then we introduce the method of eliminate ambiguity. Finally, discuss the positive effect of ambiguity.
The investigation and analysis of the third chapter of foreign students' acquisition of Chinese ambiguity, this part is the key, mainly to do a thorough and meticulous investigation. Based on survey, survey method, questionnaire design, survey content is briefly described. We conducted a questionnaire survey of students from different countries, were designed respectively listening, phonetic, choose three kinds of questions, in order to reflect the multi-level students acquisition situation. The result of the investigation in the form of a chart show. According to the survey results, we analyzed the acquisition of ambiguity in Chinese students.
The fourth chapter the theoretical basis of Chinese Ambiguity in the second language acquisition theory, we use the second language acquisition theory to analyze the theoretical basis of Chinese ambiguity. In this chapter, we use ofmonitor model, cooperative principle, to adapt to the mode of four kinds of speech act theory and cultural theory.
The fifth chapter is about the establishment of ambiguity and the teaching strategies of ambiguity in TCFL. We first discussed the phenomenon of Chinese Ambiguity mentioned in TCFL, and put forward some suggestions for teaching materials. Then we introduced some teaching strategies in detail.
The sixth chapter is the conclusion, this part of the article is a summary of the content. After the research and analysis, to understand what the meaning of the article. In foreign language teaching, explore the mysteries of ambiguity, so that students can avoid ambiguity in communication in Chinese and can correctly understand the use of ambiguity. Ambiguity. This process is long and full of fun, at the same time, the shortcomings and deficiencies of this paper are summarized.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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