本文選題：三字格慣用語 + 文化特點(diǎn)��； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：由于中華民族深厚的文化底蘊(yùn),漢語產(chǎn)生和發(fā)展也將文化包蘊(yùn)其中。特別是中國文化中的民俗文化,即普通人民群眾在日常生活中創(chuàng)造與躬行實(shí)踐的物質(zhì)的,精神的文化,真實(shí)地反映了社會經(jīng)濟(jì),制度的形態(tài),人們的行為,心理狀態(tài)。同時,民俗文化也隨著社會政治、經(jīng)濟(jì)以及制度的變遷進(jìn)行著更迭和演進(jìn)。在這個不斷演進(jìn)的過程中,慣用語作為民俗文化的載體,生動地記錄下了這個過程,反映出了中國人鮮明的思想觀念特點(diǎn)和文化習(xí)俗以及變遷。對于語言學(xué)習(xí)者來說,了解所學(xué)語言的文化特點(diǎn),可以更好地理解語言的來源及使用背景,從而促進(jìn)語言的學(xué)習(xí),減少文化背景的缺失對跨文化交際帶來的不利影響。中國有幾千年的文明,又是一個各民族不斷融合的國家,同時經(jīng)歷了許多歷史的更迭。在這個綿長的歷史進(jìn)程中,民間風(fēng)俗文化在改變,語言也在不斷地隨之演變,尤其是慣用語,它來源于民間生活并留存使用至今,由人們口口相傳,在不斷的沉淀和更新的過程中呈現(xiàn)愈加豐富的狀態(tài)。而漢語學(xué)習(xí)者由常常會僅根據(jù)字面含義理解,導(dǎo)致理解有偏差,在交流中遇到很多阻礙。了解了慣用語所蘊(yùn)含的語言文化內(nèi)含,可以在促進(jìn)漢語學(xué)習(xí)者理解并正確使用慣用語的同時,激發(fā)學(xué)習(xí)者的學(xué)習(xí)動機(jī),將原本枯燥的語言課堂加入趣味性。此外,中國文化將在語言學(xué)習(xí)的同時以“潤物細(xì)無聲”的方式進(jìn)入學(xué)習(xí)者的認(rèn)知體系,在之后的學(xué)習(xí)中反過來更好地促進(jìn)語言的學(xué)習(xí)。但是,目前慣用語的研究大多集中在本體研究,對外漢語教學(xué)方面的研究又大部分著重分析教學(xué)現(xiàn)狀的不足之處和改進(jìn)的建議,很少有具體指導(dǎo)教學(xué)和應(yīng)用的研究。在一線教學(xué)中,教師大多對慣用語教學(xué)的重要程度認(rèn)知不足,另外又缺少合適的教學(xué)大綱和教材,在教材中出現(xiàn)的慣用語通常也只是進(jìn)行簡單注釋,并沒有對其文化內(nèi)涵有針對性的講解,通常零散出現(xiàn),不成系統(tǒng),造成學(xué)生記憶困難且容易遺忘。對于漢語教師來說,漢語教學(xué)內(nèi)容龐雜,教學(xué)負(fù)擔(dān)較重。在缺少直接指導(dǎo)教學(xué)的教材和文獻(xiàn)的情況下,慣用語教學(xué)依然是教學(xué)中很困難的一個部分。此外,由于慣用語的劃界問題在學(xué)界仍有爭論,而三字格形式的慣用語占慣用語的大部分,且最具有代表性,學(xué)者們基本可以達(dá)成共識,不容易讓學(xué)生混淆。另外,對于初級學(xué)習(xí)者來說,三字格作為字?jǐn)?shù)最少的慣用語,可以減少學(xué)生的記憶和使用負(fù)擔(dān),增加學(xué)生學(xué)習(xí)的動力和興趣。因此,本文旨在從三字格慣用語的語言文化特點(diǎn)的角度入手,對適合對外漢語課堂教學(xué)的慣用語進(jìn)行篩選和分析探討,以期能夠?qū)T用語的課堂教學(xué)有實(shí)際有效的指導(dǎo)和參考意義。
[Abstract]:Due to the profound cultural heritage of the Chinese nation, Chinese language production and development will also include culture. In particular, the folk culture in Chinese culture, that is, the material and spiritual culture that the ordinary people create and practice in their daily life, truly reflects the social economy, the form of the system, the behavior and the psychological state of the people. At the same time, folk culture also changes and evolves with the changes of social politics, economy and institution. In this evolving process, idioms, as carriers of folk culture, vividly record this process, reflecting the distinct ideological characteristics, cultural customs and changes of the Chinese people. For language learners, understanding the cultural characteristics of the language they have learned can better understand the source and use background of the language, thus promoting language learning and reducing the negative impact of the lack of cultural background on cross-cultural communication. China has thousands of years of civilization, but also a country of continuous integration of ethnic groups, and has experienced many historical changes. In this long historical process, folk customs and culture are changing, and language is constantly evolving, especially idioms, which come from folk life and remain in use, and are passed from word of mouth to the present. In the process of continuous precipitation and renewal presents a richer state. However, Chinese learners often only understand according to the literal meaning, which leads to the deviation of understanding, and they encounter a lot of obstacles in communication. Understanding the cultural and linguistic implications of idioms can promote Chinese learners' understanding and correct use of idioms at the same time stimulate learners' motivation and add interest to the boring language classroom. In addition, Chinese culture will enter the learners' cognitive system in the way of "nourishing all things silently" while learning language, which in turn will better promote language learning in the future. However, at present, the study of idioms mostly focuses on the ontology, and the research on teaching Chinese as a foreign language focuses on the analysis of the deficiencies of the teaching situation and the suggestions for improvement, and there are few specific studies to guide the teaching and application. In front-line teaching, most teachers do not know enough about the importance of idiom teaching, in addition, they lack suitable syllabus and teaching materials. The idioms appearing in the teaching materials are usually simply annotated. There is no specific explanation of its cultural connotation, usually scattered, not systematic, resulting in students memory difficulties and easy to forget. For Chinese teachers, the content of Chinese teaching is heavy and the burden of teaching is heavy. In the absence of teaching materials and documents, idiom teaching is still a difficult part of teaching. In addition, since the delimitation of idioms is still controversial in academic circles, and the idioms in the form of three-character cases account for the majority of idioms, and are the most representative, scholars can basically reach a consensus, which is not easy for students to confuse. In addition, as the least word-number idiom, three-character space can reduce students' memory and use burden, and increase students' motivation and interest in learning. Therefore, the purpose of this paper is to screen and analyze the idioms suitable for teaching Chinese as a foreign language from the perspective of the linguistic and cultural characteristics of three-character idioms. In order to provide practical and effective guidance and reference to the classroom teaching of idioms.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195

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