本文選題：交際文化詞語 + 漢語詞義　； 參考：《四川師范大學》2012年碩士論文

【摘要】：在對外漢語教學實踐中,“詞義”教學是相當重要的一環(huán)。不同課型、不同階段,都必將涉及到詞義的講解。通達詞義的前提是了解目標語所在國的文化,這是因為詞義中所承載的文化含義與目的語所在國的文化系統(tǒng)有著密不可分的關系。 從學習主體的角度來看,中級階段的漢語學習者已經(jīng)不滿足于簡單的口語交際,也不滿足于漢語課本內容中詞義的學習。他們在習得新詞的同時,常常會應用自己了解的“如何習得詞語”的相關知識或他們的母語造詞習慣,衍化出自己認為正確的“新詞”,而有些“新詞”由于缺乏對詞義中漢文化內涵的準確理解,呈現(xiàn)出多樣的跨文化交際偏誤。 本文試圖以漢語中級閱讀的課堂教學材料為調查背景,以HSK動態(tài)作文語料庫Ver1.1中的偏誤表達為佐證材料,從闡述交際文化詞語之語素文化義的角度對調查對象進行研究,試圖論證以下觀點,即“若使學生掌握一定的交際文化詞語,從某種程度上可以降低留學生在漢語閱讀過程中對詞義認知的文化誤解,并完成詞語積累的過程”。同時,我們也期待通過本文的討論找出漢語詞義教學的“文化”因素切入點,從而輔助漢語語言教學,幫助解決現(xiàn)有的因“文化理解偏誤”而導致的負遷移現(xiàn)象的出現(xiàn)。
[Abstract]:In the practice of teaching Chinese as a foreign language, the teaching of word meaning is very important.Different class type, different stage, must involve the explanation of word meaning.The premise of understanding the meaning of a word is to understand the culture of the target language country, because the cultural meaning carried in the meaning of the word is closely related to the cultural system of the target language country.From the point of view of the subject, the intermediate Chinese learners are not satisfied with the simple oral communication or the learning of the meaning of words in the content of Chinese textbooks.When they acquire new words, they often use their own knowledge of "how to acquire words" or their mother tongue word-making habits to develop the "new words" that they think are correct.However, some "neologisms" lack an accurate understanding of the meaning of Chinese culture, and present various cross-cultural errors.Taking the classroom teaching materials of Chinese intermediate reading as the investigation background and the error expression in HSK dynamic composition corpus (Ver1.1) as the supporting material, this paper attempts to study the objects of investigation from the angle of explaining the morpheme cultural meaning of the communicative cultural words.This paper attempts to demonstrate the following point of view: "if students master certain communicative cultural words, to some extent, they can reduce the cultural misunderstanding of word meaning cognition in the process of Chinese reading, and complete the process of word accumulation".At the same time, we also look forward to finding out the "cultural" factors in the teaching of Chinese word meaning through the discussion in this paper, so as to assist Chinese language teaching and to help solve the existing negative transfer phenomenon caused by "cultural misunderstandings".
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【引證文獻】

相關碩士學位論文 前1條

1 王婧雯;留學生漢語交際文化詞習得情況調查[D];南京大學;2013年

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本文編號：1765073