本文關鍵詞：對外漢語綜合教材修辭格引入時間、編排順序研究　出處：《北京大學》2013年碩士論文　論文類型：學位論文

  更多相關文章： 對外漢語綜合教材 修辭格 引入時間 編排順序 標準頻率

【摘要】：對外漢語教學不能只注重語言技能教學，也要重視修辭教學。修辭格引入對外漢語教材的時間和編排順序缺乏規(guī)律性。本文采用黃伯榮、廖序東（2002)的修辭格分類和定義標準，對對外漢語綜合教材一一《博雅漢語》、《發(fā)展?jié)h語》和《南方周末》，以及留學生漢語習作中修辭格的使用次數(shù)、比例等情況進行統(tǒng)計。在統(tǒng)計的基礎上，，我們探討對外漢語綜合教材修辭格的引入時間和編排順序問題。 本文按照道格拉斯?比伯，蘇珊?康拉德，蘭迪?潘瑞（2012)的“頻率統(tǒng)計的標準化”理論，統(tǒng)計了《博雅》和《發(fā)展》、《南方》和留學生作文中修辭格的標準頻率，通過對各種修辭格在《博雅》和《發(fā)展》、《南方》等這些文本中的標準頻率總和進行對比和高低排序，再綜合考慮留學生作文中修辭格的標準頻率和標準頻率數(shù)值大小等因素，探討對外漢語綜合教材中修辭格的引入時間和編排順序問題。通過統(tǒng)計得出，對外漢語綜合教材應該從初級階段就引入修辭內容。初級對外漢語綜合教材中修辭格的編排順序應該是比喻排比反問對比，中級對外漢語綜合教材中修辭格的編排順序應該是比喻反問排比對比借代設問對偶婉曲比擬，高級對外漢語綜合教材中修辭格的編排順序應該是比喻反問對比設問借代排比對偶層遞比擬婉曲仿詞夸張雙關反語反復。
[Abstract]:Teaching Chinese as a foreign language should not only focus on language skills, but also on rhetoric teaching. The classification and definition criteria of rhetorical figures of Liao Xudong (2002) are applied to the comprehensive textbooks of Chinese as a foreign language (Boya Chinese), Development Chinese (Chinese) and Southern weekend (Southern weekend). On the basis of statistics, we discuss the introduction time and arrangement order of rhetorical devices in comprehensive textbooks for Chinese as a foreign language. According to Douglas? Bieber, Susan? Conrad, Randy? The theory of "Standardization of Frequency Statistics", presented by Pan Rui-wei (2012), counts "Boya" and "Development", "South" and the standard frequency of rhetorical devices in the composition of foreign students. By comparing the sum of the standard frequencies of various rhetorical devices in "Boya" and "Development", "South" and so on, this paper makes a comparison and ranking of the figures of speech in these texts. Then considering the standard frequency and standard frequency value of the rhetorical devices in the composition of foreign students, this paper discusses the introduction time and the arrangement order of the figures of speech in the comprehensive textbooks of Chinese as a foreign language. The rhetorical content should be introduced from the primary stage in the comprehensive textbooks of Chinese as a foreign language. The arrangement order of the rhetorical devices in the primary comprehensive textbooks should be the comparison of the comparison of figures of speech and comparison. The arrangement order of figures of speech in Intermediate Chinese as a Foreign language Comprehensive textbook should be the comparison of metaphorical contrastive metonymy and metonymy. The arrangement order of the figures of speech in the advanced Chinese as a foreign language comprehensive textbook should be the comparison of metaphorical questions, metonyms and parallels, comparing euphemism with hyperbole puns.
【學位授予單位】：北京大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.4

【參考文獻】

相關期刊論文 前2條

1 金路;;淺談對外漢語修辭教學內容[J];復旦教育;1992年01期

2 陸稼祥;評除汝東《對外漢語修辭學》[J];修辭學習;2001年04期

本文編號：1435926