本文選題：文化　切入點(diǎn)：對(duì)外漢語(yǔ)　出處：《魯東大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：在對(duì)外漢語(yǔ)教學(xué)中，文化詞伴隨意義詞的教學(xué)一直處于被忽視的地位，在多數(shù)情況下僅僅是在文化課上進(jìn)行講解，，而且目前研究方向也集中在對(duì)文化伴隨意義的探討上。所以該論文以對(duì)外漢語(yǔ)教學(xué)中文化伴隨意義詞的教學(xué)作為研究對(duì)象，全文主要通過(guò)六個(gè)方面進(jìn)行分析。 第一，總結(jié)國(guó)內(nèi)外的語(yǔ)言學(xué)者對(duì)這一課題的相關(guān)研究成果，對(duì)文化伴隨意義詞進(jìn)行大致的界定；第二，通過(guò)試題分析，大致了解在漢語(yǔ)水平考試中對(duì)文化詞的考點(diǎn)設(shè)置；第三，通過(guò)以試卷形式的調(diào)查問(wèn)卷來(lái)了解外國(guó)學(xué)習(xí)者對(duì)這一類(lèi)特殊詞匯的掌握情況，進(jìn)行分類(lèi)并嘗試探討產(chǎn)生錯(cuò)誤的原因；第四，通過(guò)對(duì)理論體系的探討，找出文化伴隨意義詞在對(duì)外漢語(yǔ)教學(xué)中相關(guān)理論，從理論的高度進(jìn)行分析；第五，通過(guò)對(duì)文化詞相關(guān)教學(xué)因素的分析，遷移到文化伴隨意義詞的教學(xué)中；第六，通過(guò)對(duì)先前的研究結(jié)果和實(shí)證調(diào)查，總結(jié)出文化伴隨意義詞的教學(xué)方法，這也是該論文的創(chuàng)新點(diǎn)。 本文借鑒國(guó)外的教學(xué)理論和方法，演繹推理到對(duì)外漢語(yǔ)的教學(xué)上，運(yùn)用定量與定性分析、對(duì)比分析和試卷調(diào)查的方法，對(duì)漢語(yǔ)水平等級(jí)詞匯和《漢語(yǔ)文化詞典》中部分文化伴隨意義詞進(jìn)行分析。通過(guò)提供有效的文化伴隨意義詞的教學(xué)方法，為對(duì)外漢語(yǔ)教師的教學(xué)、對(duì)外漢語(yǔ)教材的編寫(xiě)和對(duì)外漢語(yǔ)文化詞典的編纂提供參考。
[Abstract]:In the teaching of Chinese as a foreign language, the teaching of the meaning words associated with the cultural words has always been neglected. In most cases, it is only explained in the culture class. At present, the research direction is also focused on the discussion of the cultural concomitant meaning. Therefore, this paper takes the teaching of cultural concomitant meanings in the teaching of Chinese as a foreign language as the research object, and the full text is mainly analyzed in six aspects. First, summarize the relevant research results of domestic and foreign linguists on this subject, and roughly define the cultural concomitant meaning words; second, through the analysis of the test questions, we can get a general understanding of the setting of the cultural words test site in the Chinese proficiency test; Third, through a questionnaire in the form of examination papers to understand the foreign learners' grasp of this kind of special vocabulary, to classify and try to explore the causes of errors; fourth, through the theoretical system, To find out the relevant theories of cultural concomitant words in teaching Chinese as a foreign language, and analyze them from the perspective of theory; fifth, through the analysis of relevant teaching factors of cultural words, transfer to the teaching of cultural accompanying meaning words; sixth, Based on the previous research results and empirical investigation, this paper summarizes the teaching methods of cultural concomitant meanings, which is also the innovation of this paper. This article draws lessons from the foreign teaching theories and methods, deduces the inference to the teaching of Chinese as a foreign language, uses the quantitative and qualitative analysis, the contrast analysis and the examination paper investigation method. This paper analyzes the level of Chinese vocabulary and some of the cultural concomitant meanings in the Chinese Culture Dictionary. By providing effective teaching methods of cultural concomitant meanings, this paper aims at providing an effective teaching method for teachers of Chinese as a foreign language (TCFL). The compilation of Chinese as a second language textbook and the compilation of cultural dictionaries of Chinese as a foreign language provide reference.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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本文編號(hào)：1649490