本文選題：對外漢語 + 語言工具性　； 參考：《曲阜師范大學》2012年碩士論文

【摘要】：工具性是語言的根本特點,語言是文化的載體,同時也十分常用和實用。在對外漢語傳播中,對外漢語傳播的目的是讓世界其他各國的人了解本國語言,進而開始了解本國文化,從而與本國產(chǎn)生情感上的交流溝通�？墒悄康牟⒉坏韧谑侄�,很多對外漢語傳播者卻忽略了語言的工具性特點,而只重視語言中所蘊含的文化因素。由于對外漢語教育的對象不懂漢語也能非常順利地生活、工作,所以語言的工具性特點便常常被忽視了。在選擇教學手段和教學方法時,對外漢語傳播者應(yīng)把語言的工具性作為一種重要依據(jù)。語言工具性的特點主要體現(xiàn)在其實用性和常用性上。在語言的學習及教學過程中,語言的傳播者最常訓練的便是聽、說、讀、寫的能力,這種反復訓練實際上就是語言工具常用性的體現(xiàn)；而語言工具的實用性則體現(xiàn)在對外漢語教育者在教學中常會為學生設(shè)置一定的語境,在習得一門新的語言后,便可以使用這種語言進行各種社會活動和人際交往。很多對外漢語教育工作者在授課時,過多推廣本國的意識形態(tài),試圖通過文化傳播來改造學生已多年形成的思想準則及行為方式,這樣容易在傳播中引起被傳播者的抵觸情緒,所以對外漢語傳播的純粹性及客觀性也是一個非常重要的原則�，F(xiàn)在中國的經(jīng)濟、科學技術(shù)正在蓬勃發(fā)展,中國對世界的影響也越來越大,所以漢語這種語言工具的影響也必然越來越大。這就為對外漢語的傳播創(chuàng)造了極好的條件,要切實有效的把握有利的發(fā)展時機。鑒于以上情況,本文從對外漢語工具性和對外漢語傳播純粹性的角度來討論對外漢語教學,并提出一些有益的發(fā)展策略。對外漢語教學不是一個短期有效的過程,我們更不應(yīng)用短期內(nèi)的收效來看待整個海外漢語教學工作。要從長遠來看點滴積累起來的教育的成效。本文所討論的問題也是如此,它會為今后的漢語教育工作及傳播工作打下堅實的基礎(chǔ)。
[Abstract]:Instrumentality is the fundamental feature of language, language is the carrier of culture, but also very common and practical. In the communication of Chinese as a foreign language, the purpose of communication of Chinese as a foreign language is to let the people of other countries in the world understand their own language, and then begin to understand their own culture, thus creating emotional communication with their own country. However, the purpose is not the same as the means. Many Chinese communicators ignore the instrumental characteristics of language and only attach importance to the cultural factors contained in the language. Because the object of TCFL can live and work very smoothly without knowing Chinese, the instrumental feature of language is often ignored. When choosing teaching means and teaching methods, the communicators of Chinese as a foreign language should take the instrumental nature of language as an important basis. The characteristics of language instrumentality are mainly embodied in its practicability and common use. In the process of language learning and teaching, the most common training of language communicators is the ability to listen, speak, read and write. This kind of repeated training is in fact the embodiment of the common use of language tools. The practicability of language tools is reflected in the fact that TCFL educators often set up a certain context for students in teaching. After acquiring a new language, they can use the language to carry out various social activities and interpersonal communication. When teaching Chinese as a foreign language (TCFL), many educators promote their own ideology too much and try to reform the ideological norms and ways of conduct that students have formed for many years by means of cultural communication, so that they can easily arouse the resistance of those who have been propagated. Therefore, the pureness and objectivity of Chinese communication as a foreign language is also a very important principle. Now China's economy, science and technology are booming, and China's influence on the world is growing, so the influence of this language tool is bound to grow. This for the dissemination of Chinese as a foreign language to create excellent conditions, to effectively grasp the opportunity for development. In view of the above, this paper discusses the teaching of Chinese as a foreign language from the perspective of instrumentality and pure dissemination of Chinese as a foreign language, and puts forward some useful development strategies. Teaching Chinese as a foreign language is not a short-term effective process. In the long run, it is necessary to accumulate little by little the results of education. The same is true of the problems discussed in this paper, which will lay a solid foundation for the future work of Chinese language education and dissemination.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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本文編號：1930031