本文關(guān)鍵詞： 漢英對(duì)比 對(duì)外漢語教學(xué) 思維 文化　出處：《復(fù)旦大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 隨著我國(guó)經(jīng)濟(jì)的快速發(fā)展,越來越多的外國(guó)人投身于漢語學(xué)習(xí)中,這種前所未有的發(fā)展趨勢(shì)對(duì)對(duì)外漢語教育事業(yè)來說既是機(jī)遇又是挑戰(zhàn)。通過對(duì)外漢語教學(xué)讓外國(guó)人理解、認(rèn)同中國(guó)文化對(duì)中國(guó)今后的發(fā)展大有裨益,但怎樣才能做到呢? 從國(guó)內(nèi)外的教學(xué)實(shí)踐來看,科學(xué)的對(duì)比分析能使教師對(duì)自己從事的語言教學(xué)內(nèi)容理解得更深刻、更全面,從而能準(zhǔn)確地確定教學(xué)重點(diǎn)、難點(diǎn),提高教學(xué)的預(yù)見性、針對(duì)性、有效性。對(duì)語言學(xué)習(xí)者來說,即便教師在課堂教學(xué)中沒有提及語言對(duì)比的內(nèi)容,學(xué)生自己往往也會(huì)將母語與漢語進(jìn)行比較,由于缺乏比較的方式、方法,看問題不夠全面等種種不利因素,學(xué)生的比較往往流于表面的形式。所以,在課堂上適度地將漢語與母語進(jìn)行對(duì)比分析不僅能夠凸顯漢語的特點(diǎn),更能發(fā)揮成年人的思維優(yōu)勢(shì)和母語能力的作用,有利于第二語言課堂教學(xué)。 從目前的情況來看,英語已成為“國(guó)際語”,大部分二語學(xué)習(xí)者多多少少都能或使用英語進(jìn)行交流,大多教師在課堂上使用的媒介語也是英語,基于這樣的事實(shí),漢英對(duì)比分析不僅具有可操作性,還具有示范性,某些二語學(xué)習(xí)者即使不熟悉英語,也可以仿照漢英對(duì)比的思路來進(jìn)行漢語與母語的對(duì)比。 以往的漢英對(duì)比研究中,比較重視語言形式和結(jié)構(gòu)的上的對(duì)比,如某一詞類的對(duì)比、某一句子成分的對(duì)比、某一結(jié)構(gòu)形式的對(duì)比,等等。這樣的對(duì)比雖然可以找出這兩種語言的特點(diǎn)及其異同,但是對(duì)兩種語言的思維特點(diǎn)的對(duì)比研究比較少,解釋不了功能和意義方面表達(dá)的錯(cuò)誤,也就解釋不了語言表達(dá)的得體性方面的錯(cuò)誤。語言的功能、意義以及得體性與表達(dá)方式是一致的,是與各民族的思維方法有直接聯(lián)系的。 真正有價(jià)值的漢英對(duì)比研究,應(yīng)該從語義出發(fā),研究對(duì)語言交際起規(guī)約作用的“隱含在語言系統(tǒng)中的反映一個(gè)民族的心理狀態(tài)、價(jià)值觀念、生活方式、思維方式、道德標(biāo)準(zhǔn)、風(fēng)俗習(xí)慣、審美情趣等等的一種特殊的文化因素”,它“主要體現(xiàn)在語言的詞匯系統(tǒng)、語法系統(tǒng)和語言系統(tǒng)中�！北疚膶⑦@種語言中的“交際文化”劃分為語義文化、語構(gòu)文化和語用文化三部分,并從不同民族的不同思維方式出發(fā),通過實(shí)例,介紹怎樣在詞匯教學(xué)中體現(xiàn)詞在漢英語言中不同的語義文化,在語法教學(xué)中從認(rèn)知語言學(xué)的角度對(duì)比漢英語不同的語構(gòu)文化,在語言的意念——功能教學(xué)中對(duì)比落實(shí)漢語不同于英語的語用文化。 對(duì)比分析重視語言的形式,排斥其他非語言因素,甚至否認(rèn)意義是語言研究的內(nèi)容,所以,它不能對(duì)漢語學(xué)習(xí)者在意義、功能方面的錯(cuò)誤,以及得體性方面的錯(cuò)誤作出解釋。將文化教學(xué)(包括語義文化、語構(gòu)文化、語用文化)貫穿于對(duì)外漢語課堂教學(xué)能有效地彌補(bǔ)對(duì)比分析在這方面的缺失,兩者相輔相成,另外文化因素的導(dǎo)入或融入使得對(duì)外漢語課堂更生動(dòng)更能吸引漢語學(xué)習(xí)者,幫助他們掌握好漢語。
[Abstract]:With the rapid development of China's economy, more and more foreigners engaged in Chinese learning, the development trend of the hitherto unknown foreign language education is both an opportunity and a challenge. Through foreign language teaching for foreigners to understand identity China culture on the development of the China be of great advantage, but how can we do?
From the teaching practice at home and abroad, scientific comparative analysis enables teachers to understand their language teaching content more profound, more comprehensive, difficult to accurately determine the focus of teaching, improve teaching, predictability, pertinence, effectiveness. For language learners, teachers do not even mention language comparison the contents in the classroom teaching, students often compare the language and Chinese, because of the lack of the way, method, look at the issue is not comprehensive comparison of various unfavorable factors, students often become a mere formality surface. So, in the classroom will be moderate compared with the native language can not only highlight the Chinese the characteristics of adults can play the advantages and the role of mother tongue thinking ability, is conducive to second language teaching.
From the current situation, English has become an international language, more or less most two language learners can communicate in English or, most teachers use in the classroom language is English, based on the fact that comparative analysis of Chinese and English is not only practical, also has a demonstration, some two language learners even if not familiar with English, contrast can also increase the contrast between Chinese and English thinking to Chinese and native language.
A contrastive study of Chinese and English in the past, compared to the contrast of language form and the structure, such as a comparative lexical category, a comparative sentence, a structure comparison, and so on. Although such characteristics and similarities and differences can be found compared these two languages, but is a comparative study of the characteristics of the two thinking the language is relatively small, the expression can not explain the function and significance of the mistake, it's not wrong interpretation of appropriateness of language expression. The function of language, meaning and appropriateness and expression is the same, there is a direct contact with the thinking method of each nation.
A comparative study of the real value, should from the semantic viewpoint, study on language communication protocol of "implied in the language system to reflect the psychological state of a nation, values, lifestyles, ways of thinking, moral standards, customs and habits, a kind of special cultural factors" of aesthetic sentiment, it "is mainly reflected in the language vocabulary, grammar and language system system." the language of "communication culture" is divided into semantic culture, language structure culture and pragmatic culture in three parts, and from different ethnic groups with different mode of thinking, through the example, introduce how to reflect the semantics in vocabulary teaching the cultural differences in English and Chinese, in the grammar teaching from the perspective of cognitive linguistics and comparative study of Chinese and English culture in different language structure, language function in the teaching intention, implement different contrast Chinese Yu Ying The pragmatic culture of language.
Compared to pay attention to the language form, the exclusion of other non linguistic factors, or even deny the significance is the language research content, so it can not be on the Chinese learners in the meaning, function of error and error of the appropriateness of the explanation. The culture teaching (including language culture, language structure culture and pragmatic culture throughout) in the foreign language classroom teaching can effectively compensate for the lack of analysis, in the comparison of the two complement each other, another culture or into making foreign language classroom more vivid and more attractive to Chinese learners, help them to master the Chinese language.

【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

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本文編號(hào)：1448791