本文關(guān)鍵詞： 韓國留學(xué)生 漢語稱呼語習(xí)得 對外漢語教學(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】：學(xué)習(xí)任何一種語言的基礎(chǔ)階段都會涉及到學(xué)習(xí)其稱呼語的使用規(guī)則。恰當(dāng)?shù)姆Q呼是保證交際成功和情感溝通的先決條件，，反之則會使交際活動難以得體、順利的進(jìn)行。漢語稱呼語反映了中國社會心理、價(jià)值觀的變遷，折射了中國數(shù)千年的文化積淀。漢語稱呼語分類復(fù)雜、種類繁多，于此同時(shí)，在國內(nèi)的對外漢語教學(xué)中，對稱呼語舉例的不足以及教材的滯后性和教師對此類偏誤的寬容態(tài)度，更讓留學(xué)生在習(xí)得稱呼語時(shí)屢屢出現(xiàn)錯誤。初到中國的留學(xué)生便遭遇了稱呼語這個“攔路虎”，稱呼語的學(xué)習(xí)也成為了留學(xué)生在現(xiàn)實(shí)交際中的第一道語言難關(guān)。 韓國和中國在地理位置上一衣帶水，和日本、越南一樣都屬于漢字文化圈，歷史上一直受到儒家文化的深刻影響，最是注重禮儀，因此產(chǎn)生了豐富多彩甚至錯綜復(fù)雜的稱呼語。稱呼語隨著時(shí)間的流逝有些被摒棄，有些則沉積下來和文化成為一體，所以稱呼語的使用情況也就反映了本民族的文化，這種固定的表達(dá)方式同時(shí)也折射出人們之間的社會關(guān)系。目前在我國東北地區(qū)留學(xué)人數(shù)最多的是日韓和東南亞的留學(xué)生，本文對韓國留學(xué)生習(xí)得漢語稱呼語言語行為的情況進(jìn)行調(diào)查研究，總結(jié)規(guī)律，服務(wù)教學(xué)。 本文首先對現(xiàn)代漢語稱呼語進(jìn)行了整體概述，在前人的基礎(chǔ)上歸納總結(jié)了定義，結(jié)合《新漢語水平考試大綱HSK（1-6級）》對漢語稱呼語進(jìn)行了分類，詳盡的分析了影響漢語稱呼語策略選擇的因素。由于《目標(biāo)漢語》詞匯部分都有韓語翻譯，是適合零起點(diǎn)韓國留學(xué)生自學(xué)或者作為對外漢語教學(xué)教材，因此本文選取其作為研究對象，分析了教材中出現(xiàn)的稱呼語。在此基礎(chǔ)上，自行設(shè)計(jì)調(diào)查問卷，利用問卷對中、韓學(xué)生的漢語稱呼語的使用頻度及對稱呼語禮貌程度的評價(jià)進(jìn)行調(diào)查，通過分析問卷，發(fā)現(xiàn)了韓國留學(xué)生在使用漢語稱呼語時(shí)不同于母語使用者之處。最后從課堂教學(xué)的重要元素：教師、教材、學(xué)生三個方面為教學(xué)提供一定的建議和啟示。 文章通過記錄、分析研究中國人的日常使用稱呼語的情況，從而總結(jié)出留學(xué)生使用稱呼語行為的參考模式，彌補(bǔ)留學(xué)生習(xí)得上的不足。經(jīng)過分析因?yàn)椴涣私庵袊膫鹘y(tǒng)文化習(xí)慣以及個體的差異而出現(xiàn)的一些語用失誤，得出一些教學(xué)上的啟示和建議，使我們能夠更有針對性、更有效地培養(yǎng)和提高留學(xué)生習(xí)得漢語的語用能力，從而促進(jìn)對外漢語教學(xué)事業(yè)向前不斷地進(jìn)步。
[Abstract]:The basic stage of learning any language involves learning the rules for the use of its address. Proper address is a prerequisite for successful communication and emotional communication, and vice versa makes it difficult for a communicative activity to be appropriate. The Chinese address language reflects the changes of Chinese social psychology and values, and reflects the cultural accumulation in China for thousands of years. The classification of Chinese address forms is complex and varied. At the same time, in the domestic teaching of Chinese as a foreign language, The shortcomings of the examples of address forms, the lag of teaching materials and the tolerant attitude of teachers towards such errors, Foreign students often make mistakes in the acquisition of address forms. Foreign students who first come to China have encountered this "roadblock", and the learning of address forms has become the first language difficulty for foreign students in practical communication. South Korea and China, like Japan and Vietnam, belong to the cultural circle of Chinese characters in a narrow strip of water in their geographical location. Historically, they have been deeply influenced by Confucian culture and have paid the most attention to etiquette. As a result, there are rich and even intricate forms of address, some of which have been abandoned with the passage of time, and others have been deposited into one with culture, so the use of address terms reflects the culture of the nation. This fixed expression also reflects the social relations between people. At present, the largest number of students studying in Northeast China are students from Japan, South Korea and Southeast Asia. This paper investigates the acquisition of Chinese address language by Korean students, summarizes the rules and serves the teaching. This paper first summarizes the modern Chinese address terms, summarizes the definition on the basis of predecessors, and classifies Chinese address terms according to "New Chinese level Test outline HSK(1-6 level)". This paper analyzes in detail the factors that influence the choice of Chinese address strategies. As the target Chinese vocabulary has Korean translation, it is suitable for Korean students to study independently or to be used as teaching materials for teaching Chinese as a foreign language. Therefore, this paper chooses it as the research object, and analyzes the address terms in the textbook. On this basis, we design the questionnaire, and use the questionnaire pair. The frequency of Chinese address use and the evaluation of address politeness were investigated by Korean students. Finally, the author finds out that Korean students are different from native speakers in using Chinese address forms. Finally, some suggestions and revelations are provided from three aspects of classroom teaching: teachers, textbooks and students. Through recording, this paper analyzes and studies the situation of Chinese people's daily use of address terms, and sums up the reference mode of the behavior of using address terms for foreign students. Through the analysis of some pragmatic failures due to lack of understanding of Chinese traditional cultural habits and individual differences, some enlightenment and suggestions on teaching can be obtained so that we can be more targeted. It is more effective to cultivate and improve the pragmatic ability of foreign students to acquire Chinese, thus promoting the development of teaching Chinese as a foreign language.
【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】：H195.3

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 林猷碧;泰國留學(xué)生漢語社會稱謂使用調(diào)查及分析[D];山東師范大學(xué);2013年

本文編號：1555278