【摘要】：成語(yǔ)教學(xué)是對(duì)外漢語(yǔ)教學(xué)中的重要環(huán)節(jié),也是薄弱環(huán)節(jié)。目前對(duì)外漢語(yǔ)領(lǐng)域中對(duì)成語(yǔ)教學(xué)的研究大多集中于對(duì)成語(yǔ)本身的溯源述流,或是對(duì)學(xué)習(xí)者成語(yǔ)使用偏誤的分析,從認(rèn)知隱喻角度出發(fā)的研究較少,很少有人關(guān)注學(xué)習(xí)者對(duì)隱喻及相關(guān)成語(yǔ)的理解認(rèn)知過程,面向留學(xué)生的系統(tǒng)成語(yǔ)教學(xué)方法的研究更少。 概念隱喻理論在隱喻和成語(yǔ)之間建立起了緊密的聯(lián)系,為成語(yǔ)的理解提供了認(rèn)知依據(jù)。將隱喻理論運(yùn)用到漢語(yǔ)成語(yǔ)教學(xué)中,能有效地幫助學(xué)生深入理解成語(yǔ)意義和其中的認(rèn)知思維過程及文化內(nèi)涵。 本文以概念隱喻理論為框架,論述了隱喻與漢語(yǔ)成語(yǔ)之間的關(guān)系；確定了成語(yǔ)的教學(xué)范圍；分析了結(jié)構(gòu)隱喻類成語(yǔ)、實(shí)體隱喻類成語(yǔ)、空間隱喻類成語(yǔ)和數(shù)字隱喻類成語(yǔ)的隱喻認(rèn)知機(jī)制及意義解讀；之后通過調(diào)查了解了留學(xué)生學(xué)習(xí)成語(yǔ)的情況和教師的教學(xué)情況,并以隱喻理論中最重要的空間隱喻為例,考察了留學(xué)生對(duì)漢語(yǔ)隱喻的理解情況；進(jìn)而以空間隱喻類成語(yǔ)為例,通過認(rèn)知實(shí)驗(yàn)考察了空間詞隱喻義的引入對(duì)學(xué)生理解成語(yǔ)產(chǎn)生的作用,分析了學(xué)生理解不同隱喻義的難易程度及相關(guān)因素；在調(diào)查和實(shí)驗(yàn)的基礎(chǔ)之上,運(yùn)用隱喻理論展開了成語(yǔ)教學(xué)的實(shí)驗(yàn)研究,考察了教學(xué)方法的可行性和有效性,并從中發(fā)現(xiàn)教學(xué)中存在的問題；最后探討了本研究給成語(yǔ)教學(xué)帶來(lái)的啟示,以期推動(dòng)隱喻理論在成語(yǔ)教學(xué)領(lǐng)域的進(jìn)一步運(yùn)用,以及隱喻式教學(xué)方法在成語(yǔ)系統(tǒng)教學(xué)中的進(jìn)一步實(shí)踐。
[Abstract]:Idiom teaching is an important and weak link in teaching Chinese as a foreign language. At present, the researches on idiom teaching in the field of TCFL are mostly focused on the tracing of idioms themselves, or on the analysis of errors in the use of idioms by learners, but there are few researches from the perspective of cognitive metaphor. Little attention has been paid to the cognitive process of learners' understanding of metaphor and related idioms, and there has been less research on systematic idiom teaching methods for foreign students. Conceptual metaphor theory establishes a close connection between metaphor and idiom and provides cognitive basis for idiom understanding. The application of metaphor theory to the teaching of Chinese idioms can effectively help students understand the meaning of idioms, the cognitive thinking process and the cultural connotations of idioms. Based on the conceptual metaphor theory, this paper discusses the relationship between metaphor and Chinese idioms, determines the teaching scope of idioms, analyzes structural metaphorical idioms, substantive metaphorical idioms, The cognitive mechanism and meaning of spatial metaphorical idioms and digital metaphorical idioms are analyzed, and then the situation of foreign students learning idioms and teachers' teaching is investigated, and the most important spatial metaphor in metaphor theory is taken as an example. This paper examines the understanding of Chinese metaphors by foreign students, and then, taking spatial metaphorical idioms as an example, explores the effect of the introduction of spatial metaphorical meanings on students' understanding of idioms through cognitive experiments. On the basis of investigation and experiment, the author makes an experimental study of idiom teaching with metaphorical theory, and investigates the feasibility and effectiveness of teaching methods. Finally, the author discusses the implications of this study for idiom teaching in order to promote the further application of metaphor theory in idiom teaching. And the further practice of metaphorical teaching in idiom teaching.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 楊曉黎;由表及里，，形具神生──對(duì)外漢語(yǔ)成語(yǔ)教學(xué)探論[J];安徽大學(xué)學(xué)報(bào);1996年01期

2 李四清;英漢成語(yǔ)中的隱喻模式及其隱喻機(jī)制的研究[J];上海師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2005年04期

3 藍(lán)純;從認(rèn)知角度看漢語(yǔ)的空間隱喻[J];外語(yǔ)教學(xué)與研究;1999年04期

4 周榕!400715重慶北碚;隱喻認(rèn)知基礎(chǔ)的心理現(xiàn)實(shí)性——時(shí)間的空間隱喻表征的實(shí)驗(yàn)證據(jù)[J];外語(yǔ)教學(xué)與研究;2001年02期

5 沈黎;隱喻遷移的心理限制因素[J];外語(yǔ)與外語(yǔ)教學(xué);2000年03期

6 林書武;隱喻研究的基本現(xiàn)狀、焦點(diǎn)及趨勢(shì)[J];外國(guó)語(yǔ)(上海外國(guó)語(yǔ)大學(xué)學(xué)報(bào));2002年01期

7 周榕;時(shí)間隱喻表征的跨文化研究[J];現(xiàn)代外語(yǔ);2000年01期

8 吳念陽(yáng);李艷;徐凝婷;;上下意象圖式向抽象概念映射的心理現(xiàn)實(shí)性研究[J];心理科學(xué);2008年03期

9 劉鳳花;;成語(yǔ)的隱喻認(rèn)知機(jī)制解讀[J];現(xiàn)代語(yǔ)文(語(yǔ)言研究版);2008年01期

10 成寧;;探討漢語(yǔ)成語(yǔ)習(xí)得在對(duì)外漢語(yǔ)教學(xué)中的作用[J];語(yǔ)文學(xué)刊;2006年02期

本文編號(hào)：2231767