本文關(guān)鍵詞： 成語 偏誤分析 成語教學(xué)　出處：《廣西大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：中國是世界上最早的文明古國之一。漢字在歷史上曾經(jīng)被許多國家借用過,越南是其中典型的國家之一。越中兩國已經(jīng)有著往來長久的歷史。經(jīng)過幾千年的接觸與交流,今日越中兩國的文化、語言等很多方面可算是大同小異的,其中成語是甚為明顯的。成語是語言的特殊單位,一般以簡練的形式來表示極為深刻的思想認(rèn)識。眾所周知,各個時(shí)代的人們都運(yùn)用語言進(jìn)行交際,從而創(chuàng)造了各式各樣的言語作品。其中,那些涵義精辟、富有啟示作用的言語,則在傳播過程中凝定為成語。可以說,成語是人們認(rèn)識的結(jié)晶,是歷史的產(chǎn)物。有言曰：“文彩之妙,靈在成語�！币虼�,為了使成語學(xué)習(xí)者對成語能有更進(jìn)一步的了解、避免發(fā)生偏誤,通過此論文的內(nèi)容,本人希望我們能夠?qū)Τ烧Z有更充分、更準(zhǔn)確的認(rèn)識和使用。本文擬從成語的特性出發(fā),通過大量例證,分析和探討成語在漢語文化和在培養(yǎng)越南學(xué)生漢語交際能力中的作用,深入分析學(xué)生在成語運(yùn)用中的偏誤和成因,進(jìn)而提出成語教學(xué)策略,以期對成語教學(xué)的改進(jìn)有所幫助。全文除“摘要”和“結(jié)語”部分之外,共有四章,分別如下： 第一章緒論 首先介紹漢語成語的定義和來源,然后介紹近年來成語研究和習(xí)得成語偏誤分析研究的概況,說明選題的緣起是因?yàn)闈h語成語教學(xué)在越南沒能引起相應(yīng)的重視,成語偏誤分析的研究非常薄弱,需要進(jìn)一步深入和加強(qiáng)。 第二章越南學(xué)生習(xí)得漢語成語偏誤調(diào)查及表現(xiàn) 通過問卷調(diào)查本人發(fā)現(xiàn)大多數(shù)越南學(xué)生對漢語成語感興趣,希望通過成語來進(jìn)行口語表達(dá)和書面寫作,但在實(shí)際運(yùn)用中存在程度不同的使用偏誤。主要表現(xiàn)有形式書寫、語義理解、語法運(yùn)用和語用處理等偏誤。 第三章越南學(xué)生習(xí)得漢語成語偏誤原因分析 對越南學(xué)生習(xí)得漢語成語偏誤的原因進(jìn)行分析。偏誤形成的主觀原因?yàn)閷W(xué)生的學(xué)習(xí)策略不足,客觀原因?yàn)槟刚Z負(fù)遷移、目的語的干擾和文化隔閡等不利因素造成。 第四章越南學(xué)生習(xí)得漢語成語教學(xué)的幾點(diǎn)啟示 漢語成語教學(xué)在漢語教學(xué)中的地位沒有得到充分的認(rèn)識,成語在漢語教學(xué)中的內(nèi)容不夠充實(shí),有些漢語教師采取刻意回避和淡化的方式處理成語教學(xué)。為了解決這些問題,本部分?jǐn)M從成語教學(xué)的方法、內(nèi)容等方面進(jìn)行探討,提出相關(guān)的建議,希冀對成語教學(xué)的改進(jìn)有所幫助。
[Abstract]:China is one of the earliest ancient civilizations in the world. Chinese characters have been borrowed by many countries in history, and Vietnam is one of the typical countries. Vietnam and China have had a long history of exchanges. After thousands of years of contact and exchanges, Today, the cultures, languages and many other aspects of the Vietnamese and Chinese cultures are much the same, among which idioms are very obvious. Idioms are special units of a language that generally express a very profound understanding of ideas in a concise form. As we all know, People of all ages communicate with each other by using language, thus creating all kinds of speech works. Among them, those words with clear meaning and enlightenments are defined as idioms in the process of communication. Idioms are the crystallization of people's knowledge and the product of history. It is said: "the color of the text is wonderful, the spirit is in the idiom." therefore, in order to enable the idiom learners to have a better understanding of the idioms and to avoid errors, the contents of this paper are adopted. I hope we can have a fuller and more accurate understanding and use of idioms. This paper intends to analyze and explore the role of idioms in Chinese culture and the cultivation of Vietnamese students' Chinese communicative competence through a large number of examples from the perspective of idiom characteristics. This paper deeply analyzes the errors and causes of students' idiom usage, and then puts forward idiom teaching strategies in order to help the improvement of idiom teaching. In addition to the "abstract" and "conclusion", there are four chapters in this paper, which are as follows:. Chapter one introduction. This paper first introduces the definition and source of Chinese idioms, and then introduces the general situation of idiom research and idiom error analysis in recent years. It shows that the origin of this topic is that the teaching of Chinese idioms has not attracted much attention in Vietnam. The study of idiom error analysis is very weak and needs to be further deepened and strengthened. Chapter II investigation and performance of Vietnamese students' acquisition of Chinese idioms. Through the questionnaire survey, I found that most Vietnamese students are interested in Chinese idioms and hope to use idioms for oral expression and written writing. Semantic understanding, grammatical application and pragmatic processing. Chapter three: analysis of the reasons for Vietnamese students' acquisition of Chinese idioms. This paper analyzes the causes of Vietnamese students' acquisition of Chinese idioms. The subjective causes of errors are insufficient learning strategies, negative transfer of mother tongue, interference of target language and cultural barriers. The Enlightenment of Vietnamese students' acquisition of Chinese idioms in Chapter 4th. The status of Chinese idiom teaching in Chinese teaching has not been fully recognized, and the content of idioms in Chinese teaching is not sufficiently enriched. Some Chinese teachers take a deliberate approach to dealing with idiom teaching in order to solve these problems. This part discusses the methods and contents of idiom teaching, and puts forward some suggestions, hoping to be helpful to the improvement of idiom teaching.
【學(xué)位授予單位】：廣西大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 瑪婭;俄羅斯中級階段漢語學(xué)習(xí)者的成語學(xué)習(xí)情況調(diào)查分析[D];山東師范大學(xué);2013年

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本文編號：1516953