本文選題：留學(xué)生 + 字母詞��； 參考：《河北師范大學(xué)》2014年碩士論文

【摘要】：隨著我國經(jīng)濟(jì)的持續(xù)發(fā)展以及國際交流的日益頻繁，字母詞的數(shù)量不斷增多，使用范圍不斷擴(kuò)大。字母詞的快速發(fā)展引起了人們的廣泛關(guān)注，許多學(xué)者對字母詞的研究進(jìn)行了積極的探索，包括字母詞的分類、字母詞的界定、字母詞的調(diào)查等。但是在許多方面都還存在不足，尤其在對外漢語教學(xué)方面關(guān)于字母詞的調(diào)查研究更是屈指可數(shù)。本文在總結(jié)前人研究成果的基礎(chǔ)上對字母詞的分類、界定及相關(guān)研究提出自己的看法。調(diào)查分析河北師范大學(xué)及河北醫(yī)科大學(xué)的留學(xué)生在漢語學(xué)習(xí)階段、國別及文化、第二語言和性別等變量影響下對字母詞的認(rèn)知情況，留學(xué)生接觸字母詞的途徑以及學(xué)習(xí)字母詞的態(tài)度，并就調(diào)查研究結(jié)果從對外漢語教學(xué)方面對字母詞的教學(xué)提出建議。 全文分為六個部分。 緒論部分介紹本文的研究背景，研究方法，，研究內(nèi)容和論文結(jié)構(gòu)，并介紹了字母詞的一些相關(guān)研究成果。 第一章主要介紹了字母詞的界定、分類及其相關(guān)研究。首先，在總結(jié)前人關(guān)于字母詞界定研究的基礎(chǔ)上，結(jié)合本研究需要，提出自己對字母詞界定的觀點(diǎn)。其次，總結(jié)前人對字母詞分類研究的優(yōu)勢和不足，并結(jié)合自己的觀點(diǎn)，對調(diào)查表中的字母詞進(jìn)行了分類，主要從構(gòu)詞方式和語義類別兩個角度分類。最后，對學(xué)界關(guān)于字母詞的態(tài)度作了介紹，并提出我們關(guān)于字母詞的態(tài)度，我們認(rèn)為應(yīng)辯證地看待字母詞。 第二章主要介紹了留學(xué)生字母詞認(rèn)知情況的調(diào)查設(shè)計與實(shí)施，包括字母詞的選擇，調(diào)查方法，調(diào)查問卷的設(shè)計，調(diào)查對象的選擇以及調(diào)查實(shí)施情況。 第三章調(diào)查分析了留學(xué)生字母詞的認(rèn)知情況。首先，通過對留學(xué)生字母詞知曉度影響因素的分析，我們得出，漢語學(xué)習(xí)階段是影響知曉度的主要因素，其次是第二語言，然后是國別及文化，性別對知曉度的影響非常小。其次，通過對留學(xué)生字母詞使用率的調(diào)查結(jié)果分析，我們發(fā)現(xiàn)，留學(xué)生字母詞使用率受其知曉度的影響，知曉度是決定使用率高低的關(guān)鍵。再次，調(diào)查發(fā)現(xiàn)留學(xué)生接觸字母詞的主要途徑是通過網(wǎng)絡(luò)及廣播、電視，通過課堂學(xué)習(xí)漢語這一途徑接觸字母詞的留學(xué)生很少。最后，我們對留學(xué)生學(xué)習(xí)字母詞的態(tài)度進(jìn)行了分析，發(fā)現(xiàn)大多數(shù)留學(xué)生對字母詞持積極、肯定的態(tài)度。他們認(rèn)為學(xué)習(xí)字母詞對漢語學(xué)習(xí)有幫助且想學(xué)習(xí)更多字母詞。此外，認(rèn)為字母詞難學(xué)及比較難學(xué)的留學(xué)生占大多數(shù)，主要是因?yàn)樽帜冈~的意義難理解，讀音沒有統(tǒng)一的規(guī)范。 第四章主要根據(jù)調(diào)查結(jié)果對對外漢語教學(xué)提出建議。首先介紹了對外漢語教學(xué)中字母詞教學(xué)的必要性。其次說明了字母詞教學(xué)應(yīng)遵循適當(dāng)性和靈活性的原則。最后介紹了針對留學(xué)生的不同背景以及字母詞的不同構(gòu)詞方式所應(yīng)采取的不同教學(xué)策略。 結(jié)語部分總結(jié)本文調(diào)查分析結(jié)果及得出的主要結(jié)論，并指出了本文存在的不足。
[Abstract]:With the continuous development of Chinese economy and the increasing frequency of international communication, the number of alphabet words is increasing and the range of use is expanding. The rapid development of alphabetic words has aroused widespread concern. Many scholars have actively explored the study of alphabetic words, including the classification of alphabetic words, the definition of alphabetic words, the investigation of alphabetic words and so on. However, there are still some shortcomings in many aspects, especially in the teaching of Chinese as a foreign language. On the basis of summarizing the previous research results, this paper puts forward my own views on the classification, definition and related research of alphabetic words. To investigate and analyze the cognition of alphabet words in Hebei normal University and Hebei Medical University under the influence of Chinese learning stage, country, culture, second language and gender. The way of contact with alphabetic words and the attitude of learning alphabetic words are discussed, and some suggestions are put forward on the teaching of alphabetic words from the aspect of teaching Chinese as a foreign language. The full text is divided into six parts. The introduction part introduces the research background, research methods, research contents and structure of this paper, and introduces some related research results of alphabetical words. The first chapter mainly introduces the definition, classification and related research of alphabet words. First of all, on the basis of summarizing the previous researches on the definition of alphabetic words and combining the needs of this study, the author puts forward his own views on the definition of alphabetic words. Secondly, this paper summarizes the advantages and disadvantages of the previous researches on the classification of alphabetic words, and combines their own views, classifies the alphabetic words in the questionnaire, mainly from the two angles of word formation and semantic categories. In the end, the author introduces the attitude of the academic circles about alphabetic words, and puts forward our attitude on alphabetic words. We think that we should treat them dialectically. The second chapter mainly introduces the design and implementation of foreign students' cognition of alphabet words, including the choice of alphabetic words, the methods of investigation, the design of questionnaire, the selection of subjects and the implementation of the investigation. The third chapter investigates and analyzes the cognition of the letter words of foreign students. First of all, through the analysis of the influence factors of the students' acronym awareness, we draw a conclusion that the Chinese learning stage is the main factor affecting the awareness, followed by the second language, then the country and culture, and gender has very little influence on the awareness. Secondly, through the analysis of the results of the investigation on the usage rate of alphabet words, we find that the usage rate of alphabetic words of foreign students is affected by the degree of awareness, and the degree of awareness is the key to determining the utilization rate. Thirdly, it is found that the main way for foreign students to come into contact with alphabetic words is through the network, radio and television. Finally, we analyze the attitude of foreign students in learning alphabetic words, and find that most of them have positive and positive attitude towards alphabetic words. They think that learning alphabetic words is helpful for learning Chinese and want to learn more alphabetic words. In addition, the majority of foreign students who think that alphabetic words are difficult to learn and difficult to learn are mainly because the meaning of alphabetic words is difficult to understand, and there is no uniform standard for pronunciation. Chapter four puts forward some suggestions on teaching Chinese as a foreign language according to the results of the investigation. First of all, it introduces the necessity of teaching alphabet words in teaching Chinese as a foreign language. Secondly, it shows that the teaching of alphabetic words should follow the principles of appropriateness and flexibility. Finally, it introduces the different teaching strategies for the different backgrounds of foreign students and the different word-formation methods of alphabetic words. The conclusion part summarizes the results of investigation and analysis and the main conclusions, and points out the shortcomings of this paper.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195.3

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