【摘要】：自然話語(yǔ)中有70%是靠“語(yǔ)言板塊結(jié)構(gòu)”實(shí)現(xiàn)的。這種板塊結(jié)構(gòu)兼具詞匯和語(yǔ)法的特征,正如Lewis所說：“語(yǔ)言是由語(yǔ)法化的詞匯組成,而不是由詞匯化的語(yǔ)法組成”。語(yǔ)言交際更多地是使用大量?jī)?chǔ)存在記憶系統(tǒng)里的語(yǔ)塊,大多數(shù)交際所涉及的都是可預(yù)見的平常事。人們所使用的語(yǔ)言,尤其是那些固定表達(dá)的語(yǔ)言片段,大多是在重復(fù)別人或是自己曾使用過的,并非特別具有創(chuàng)造性。本族語(yǔ)者在自然語(yǔ)言中對(duì)語(yǔ)塊的大量使用,正是交際時(shí)能夠不假思索,十分流利且措辭準(zhǔn)確的原因。從這里我們可以發(fā)現(xiàn)語(yǔ)言表達(dá)的關(guān)鍵在于語(yǔ)塊的流利使用。 陸儉明先生說過：“對(duì)外漢語(yǔ)教學(xué)總的指導(dǎo)思想是,怎樣讓一個(gè)從未學(xué)過漢語(yǔ)的留學(xué)生在最短的時(shí)間內(nèi)能最好地學(xué)習(xí)掌握好漢語(yǔ)�！苯鼛啄陮�(duì)外漢語(yǔ)教學(xué)事業(yè)蓬勃發(fā)展,來中國(guó)學(xué)習(xí)漢語(yǔ)的外國(guó)人越來越多,但是我們經(jīng)常可以看到,學(xué)習(xí)了很多年漢語(yǔ)的留學(xué)生掌握了大量的詞匯和語(yǔ)法,卻不能恰當(dāng)?shù)厥褂?不能夠正確的搭配和連貫的表述。事實(shí)上,每種語(yǔ)言中都有基本的詞匯,并且存在大量的同義詞和近義詞,大量的約定俗成的搭配,漢語(yǔ)更是如此。這使留學(xué)生在使用漢語(yǔ)表述時(shí)往往面臨無數(shù)的選擇。因此,對(duì)漢語(yǔ)中的語(yǔ)塊進(jìn)行研究,在對(duì)外漢語(yǔ)教學(xué)中是十分必要的。 在對(duì)外漢語(yǔ)教學(xué)的過程中,如何讓學(xué)生生成準(zhǔn)確地道的語(yǔ)言,一直是值得探討的問題。對(duì)外漢語(yǔ)學(xué)習(xí)者根據(jù)語(yǔ)法和詞匯創(chuàng)造出來的語(yǔ)句雖然合理,但卻不符合漢語(yǔ)的語(yǔ)感,并不是我們?nèi)粘Ｋ褂玫木渥�。語(yǔ)塊理論的引入能夠很好地幫我們解決這個(gè)問題,能夠幫助學(xué)習(xí)者更流利,更地道,更得體的表達(dá)漢語(yǔ)意思。 初級(jí)漢語(yǔ)綜合課,作為一門主干課程,要求學(xué)生能夠全面掌握聽說讀寫各種單項(xiàng)技能,尤其要注意結(jié)構(gòu)、語(yǔ)義、語(yǔ)用和文化的有機(jī)結(jié)合,這就要求老師不斷探索更全面的教學(xué)方法,不能僅僅是簡(jiǎn)單地灌輸和填鴨式教學(xué)。本文在研究國(guó)內(nèi)外語(yǔ)塊理論的基礎(chǔ)上,發(fā)現(xiàn)在教學(xué)過程中,強(qiáng)化語(yǔ)塊意識(shí),能夠幫助學(xué)生更地道更得體更流利地進(jìn)行表達(dá)；通過對(duì)漢語(yǔ)綜合課教學(xué)狀況的研究,發(fā)現(xiàn)語(yǔ)塊是一種將詞匯和語(yǔ)法教學(xué)有機(jī)結(jié)合的很好的一個(gè)載體,在初級(jí)階段尤其如此。在此基礎(chǔ)之上,本文以語(yǔ)塊理論為基礎(chǔ)對(duì)初級(jí)漢語(yǔ)綜合課進(jìn)行教學(xué)設(shè)計(jì),在教學(xué)實(shí)踐中將漢語(yǔ)語(yǔ)塊大致分為固定語(yǔ)語(yǔ)塊,框架語(yǔ)塊和搭配語(yǔ)塊,將《漢語(yǔ)教程》第三冊(cè)(上)中出現(xiàn)的各類語(yǔ)塊進(jìn)行匯總,并且探討了語(yǔ)塊教學(xué)的具體方法,最后以第六課《吃葡萄》為案例,在具體的教學(xué)過程中體現(xiàn)語(yǔ)塊教學(xué)的具體方法。
[Abstract]:70% of natural discourse is realized by language plate structure. As Lewis put it, "language is composed of grammaticalized vocabulary, not lexical grammar". Language communication is more about the use of chunks stored in memory systems, most of which involve predictable commonness. Most of the language people use, especially the language fragments of a fixed expression, are duplicates of what others or themselves have used, and are not particularly creative. The extensive use of chunks in natural languages by native speakers is the reason why they can communicate without thinking fluently and accurately. From this we can find that the key to language expression lies in the fluent use of chunks. Mr Lu Jianming once said: "the general guiding principle of teaching Chinese as a foreign language is how to make a foreign student who has never learned Chinese learn the best way to master Chinese in the shortest possible time." In recent years, the cause of teaching Chinese as a foreign language has flourished, and more foreigners have come to China to learn Chinese. However, we can often see that foreign students who have learned Chinese for many years have mastered a great deal of vocabulary and grammar, but they cannot use them properly. Can not correctly collocation and coherent expression. In fact, there are basic words in every language, and there are a large number of synonyms and synonyms, and a large number of conventional collocations, especially in Chinese. This makes students often face numerous choices when using Chinese expressions. Therefore, it is necessary to study Chinese chunks in teaching Chinese as a foreign language. In the process of teaching Chinese as a foreign language, how to make students produce accurate language is always worth discussing. The sentences created by TCFL learners according to grammar and vocabulary are reasonable, but they do not accord with the sense of Chinese language and are not the sentences we use in our daily life. The introduction of lexical theory can help us solve this problem and help learners express their Chinese meaning more fluently, truly and appropriately. The primary Chinese comprehensive course, as a main course, requires students to master all kinds of individual skills of listening, speaking, reading and writing, especially paying attention to the organic combination of structure, semantics, pragmatics and culture. This requires teachers to explore more comprehensive teaching methods, not just simply instilling and cramming teaching. On the basis of studying the theory of foreign language chunks in China, this paper finds that in the process of teaching, strengthening the awareness of chunks can help students express themselves more appropriately and fluently. It is found that chunks are an organic combination of lexical and grammatical teaching, especially in the primary stage. On this basis, this paper designs the primary Chinese comprehensive course based on the theory of lexical chunks. In teaching practice, Chinese chunks are roughly divided into fixed chunks, frame chunks and collocation chunks. This paper summarizes all kinds of chunks appearing in the third book of Chinese course (the first part), and discusses the concrete methods of chunks teaching. Finally, taking the sixth lesson "eating Grape" as a case, the concrete methods of chunks teaching are embodied in the concrete teaching process.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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