本文選題：成語教學　切入點：對蒙漢語教學　出處：《內蒙古師范大學》2012年碩士論文

【摘要】：詞匯教學是漢語教學中的主要環(huán)節(jié)，近年來“強化詞匯教學，淡化句法教學”己成為對外漢語教學界主流的共識。而漢語成語作為漢語的精華，凝聚著中華民族的智慧與文化，成為中國人喜聞樂見的一種表達形式。因此蒙古國留學生在進入中高級階段后接觸和學習漢語成語既是提高漢語水平所需，又是了解中國傳統(tǒng)文化的一個好的平臺，同時蒙古國留學生對漢語成語的掌握情況也可以作為衡量他們漢語水平的重要尺度之一，所以說成語教學在對蒙漢語詞匯教學中占有特殊的地位。但目前漢語成語的教學在對蒙漢語教學界并沒有引起足夠重視，根據本文的統(tǒng)計，蒙古國留學生所習得的漢語成語數量遠遠低于漢語母語學習者。 本文通過對蒙古國留學生漢語成語的輸入情況、輸出情況以及習得偏誤分析三個方面的考察基本上了解了當前對蒙漢語成語教學及蒙古國留學生漢語成語習得的現(xiàn)狀。在輸入方面，我們對蒙古國留學生的漢語成語習得要求相對偏低，不符合成語普遍應用的實際，也忽視了蒙古國留學生的漢語成語學習需求，，低估了他們的學習能力。輸出方面，蒙古國留學生的漢語成語運用很少，與大體相同程度水平的中國初中生的成語運用有不小的差距而且成語運用偏誤遍及成語形式、語義、語法及語用各個方面。 蒙古國留學生漢語成語習得的這種現(xiàn)狀最主要是由對外漢語成語教學的不準確定位造成的，正是這種不準確的定位導致了我們在漢語水平考試、漢語教材編寫、教學方面的種種不足。 因此，筆者認為首先應確立漢語成語教學在中高級階段蒙古國留學生的漢語教學中的重要地位，在此基礎上，以分層次教學為教學原則，從漢語成語形式、語義、語法及語用的四個方面全面展開對蒙漢語成語的教學，采用各種教學方法及策略循序漸進地推進成語教學，提高蒙古國留學生漢語成語習得的總體水平。
[Abstract]:Vocabulary teaching is the main link in Chinese teaching. In recent years, "strengthening vocabulary teaching and desalting syntax teaching" has become the mainstream consensus in the field of teaching Chinese as a foreign language. As the essence of Chinese, Chinese idioms condense the wisdom and culture of the Chinese nation. Therefore, it is necessary for Mongolian students to contact and learn Chinese idioms after entering the middle and advanced stage, and is also a good platform for understanding Chinese traditional culture. At the same time, Mongolian students' mastery of Chinese idioms can also be used as an important measure of their Chinese proficiency. Therefore, idiom teaching plays a special role in the vocabulary teaching of Mongolian Chinese. However, at present, the teaching of Chinese idioms has not been paid enough attention to in Mongolian Chinese teaching. According to the statistics of this paper, The number of Chinese idioms acquired by Mongolian students is much lower than that of native Chinese learners. Based on the input of Mongolian students' Chinese idioms, The current situation of Chinese idiom teaching in Mongolia and the acquisition of Chinese idioms by foreign students in Mongolia are studied in three aspects: the output and the analysis of acquisition errors. The acquisition requirement of Chinese idioms for Mongolian students is relatively low, which is not in line with the general application of Chinese idioms, and neglects the needs of Mongolian students in learning Chinese idioms, thus underestimating their learning ability and output. The usage of Chinese idioms of Mongolian students is very few, which is far from that of Chinese junior high school students to the same degree, and the idiom application errors are widespread in idiom form, semantics, grammar and pragmatics. The current situation of acquisition of Chinese idioms by Mongolian students is mainly caused by the inaccurate orientation of teaching Chinese idioms as a foreign language. Deficiencies in teaching. Therefore, the author thinks that the teaching of Chinese idioms should first establish the important position of Chinese idiom teaching in the middle and advanced stage of Mongolian students' Chinese teaching. On the basis of this, taking the hierarchical teaching as the teaching principle, from the form of Chinese idioms, the meaning of Chinese idioms. Four aspects of grammar and pragmatics have been carried out in the teaching of Mongolian Chinese idioms, and various teaching methods and strategies have been adopted to promote the teaching of Chinese idioms step by step, so as to improve the overall level of acquisition of Chinese idioms by Mongolian students.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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本文編號：1699839