本文關(guān)鍵詞： 蒙古國 體態(tài)語 漢語教學(xué)　出處：《吉林大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：體態(tài)語是非語言交際的重要組成部分，在交際中能夠?qū)τ新曊Z言起輔助作用，由于文化的差異，漢蒙體態(tài)語表現(xiàn)出很大的差異性。如果不了解漢蒙體態(tài)語的差異，很容易引起誤解，，導(dǎo)致交際失敗。 對外漢語屬于第二語言教學(xué)范疇，因此在教學(xué)中教師除了要考慮語言的因素，還要考慮文化的因素。在蒙古國，中國教師由于語言障礙、民族差異等原因，在生活及教學(xué)中，常會(huì)因誤用體態(tài)語而引起不必要的誤解。 本文結(jié)合赴蒙漢語教師的生活和教學(xué)實(shí)際，對漢蒙體態(tài)語進(jìn)行了對比研究，并分析了蒙古漢語教學(xué)中體態(tài)語的重要性、特點(diǎn)以及應(yīng)注意的問題等，旨在幫助赴蒙漢語教師更好地了解兩個(gè)國家體態(tài)語的差異、民族禁忌，在日常生活及教學(xué)中，更加合理、準(zhǔn)確、有效地利用體態(tài)語。 本文共包括四個(gè)部分，每個(gè)部分的內(nèi)容如下： 第1章是緒論部分。本章主要闡述了本文的選題動(dòng)機(jī)和意義，介紹了研究的范圍，并且說明了相關(guān)語料的來源。 第2章是體態(tài)語研究綜述。在本章中筆者先簡要介紹了體態(tài)語的研究歷史、研究現(xiàn)狀以及非語言交際等相關(guān)理論問題，然后概括了在對外漢語教學(xué)領(lǐng)域?qū)w態(tài)語進(jìn)行的研究，分析了現(xiàn)有研究成果的不足，并提出了本文的一些創(chuàng)新點(diǎn)。 第3章是本次論文的調(diào)查研究部分，即漢蒙體態(tài)語的差異概述。從不同文化、不同情感表達(dá)方式、不同宗教信仰三個(gè)方面分析了漢蒙體態(tài)語的差異，從中可以了解到蒙古國人的體態(tài)語和一些民族禁忌。 第4章是本次論文的實(shí)踐應(yīng)用部分，即蒙古漢語教學(xué)中體態(tài)語的應(yīng)用。本章根據(jù)赴蒙漢語教師的經(jīng)驗(yàn)說明了在蒙古漢語教學(xué)中體態(tài)語的重要性、特點(diǎn)、應(yīng)該注意的問題。
[Abstract]:Body language is an important part of non-verbal communication, which can play an auxiliary role in communication. Due to the cultural differences, Chinese and Mongolian body language shows great differences. It is easy to cause misunderstanding and lead to communication failure. Chinese as a foreign language belongs to the category of second language teaching, so in teaching teachers should consider not only the factors of language, but also the factor of culture. In Mongolia, due to language barriers, ethnic differences and other reasons, Chinese teachers in life and teaching, The misuse of body language often leads to unnecessary misunderstanding. Combined with the life and teaching practice of Chinese teachers in Mongolia, this paper makes a comparative study on the body language of Han and Mongolian, and analyzes the importance, characteristics and problems to be paid attention to in the teaching of body language in ancient Mongolian Chinese. The purpose of this paper is to help Chinese teachers to understand better the differences between the two countries' body language, national taboos, and to make more rational, accurate and effective use of body language in daily life and teaching. This article consists of four parts, each of which is as follows:. Chapter 1 is the introduction. This chapter mainly describes the motivation and significance of this paper, introduces the scope of the study, and explains the source of the relevant corpus. Chapter 2 is a summary of the study of body language. In this chapter, the author first briefly introduces the history of body language research, the current situation of body language and non-verbal communication and other relevant theoretical issues, and then summarizes the research on body language in the field of teaching Chinese as a foreign language. The deficiency of existing research results is analyzed, and some innovative points of this paper are put forward. The third chapter is the investigation and research part of this paper, that is, an overview of the differences in the body language of Han and Mongolian. It analyzes the differences of the body language of Han and Mongolian from three aspects: different cultures, different ways of expressing emotion, different religious beliefs, and so on. The body language of Mongolian people and some national taboos can be learned from it. Chapter 4 is the practical application of this paper, that is, the application of body language in the teaching of Mongolian Chinese. This chapter explains the importance, characteristics and problems to be paid attention to in the teaching of body language according to the experience of Chinese teachers to Mongolia.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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