【摘要】：動(dòng)物詞語(yǔ)作為詞匯的重要組成部分，在日常交際中扮演著舉足輕重的角色。在一個(gè)民族發(fā)展的歷史長(zhǎng)河中，動(dòng)物詞語(yǔ)大多被這個(gè)民族的語(yǔ)言賦予了獨(dú)特而鮮明的文化含義。而由于動(dòng)物表征特點(diǎn)、宗教文化背景以及名稱(chēng)諧音的差異，這種獨(dú)特情感意義和文化聯(lián)想在不同的語(yǔ)言和文化背景中常常是不同的。因此漢語(yǔ)學(xué)習(xí)者往往受到母語(yǔ)負(fù)遷移的影響，不能夠正確掌握以及運(yùn)用此類(lèi)詞語(yǔ)，在交際中容易形成語(yǔ)用上的偏誤，從而影響跨文化交際的順利、有效進(jìn)行以及交際目的的達(dá)成。 本文探討了留學(xué)生在習(xí)得動(dòng)物詞語(yǔ)過(guò)程中出現(xiàn)的偏誤問(wèn)題，對(duì)留學(xué)生偏誤進(jìn)行了類(lèi)別劃分和原因分析，，并針對(duì)此類(lèi)情況在留學(xué)生中進(jìn)行了一次動(dòng)物詞語(yǔ)習(xí)得情況的問(wèn)卷調(diào)查�；谡{(diào)查結(jié)果，將留學(xué)生習(xí)得動(dòng)物詞語(yǔ)過(guò)程中出現(xiàn)的偏誤分為3種類(lèi)型，即英語(yǔ)和漢語(yǔ)中文化意義基本相同或相近的動(dòng)物詞語(yǔ)、英語(yǔ)和漢語(yǔ)中文化意義相反或相悖的動(dòng)物詞語(yǔ)以及文化含義在英語(yǔ)中缺失的動(dòng)物詞語(yǔ)。其中，后兩類(lèi)是偏誤頻發(fā)的教學(xué)重點(diǎn)及難點(diǎn)。由此可知，母語(yǔ)負(fù)遷移影響是留學(xué)生漢語(yǔ)習(xí)得過(guò)程中的最大障礙，而造成偏誤的主要原因則表現(xiàn)在英、漢兩種語(yǔ)言的不同文化背景和語(yǔ)言特點(diǎn)差異以及目前動(dòng)物詞語(yǔ)文化含義在教學(xué)中的缺失兩個(gè)方面。針對(duì)這種情況，本文重點(diǎn)闡述了對(duì)外漢語(yǔ)中文化教學(xué)的重要性，總結(jié)了對(duì)文化課教師的要求，并就如何開(kāi)展行之有效的課堂教學(xué)提出相應(yīng)的教學(xué)策略。
[Abstract]:As an important part of vocabulary, animal words play an important role in daily communication. In the long history of a nation's development, animal words are mostly endowed with unique and distinct cultural meanings by the language of this nation. Due to the differences in animal characterization, religious and cultural backgrounds and the homonym of names, this unique emotional meaning and cultural association are often different in different language and cultural backgrounds. Therefore, Chinese learners are often influenced by the negative transfer of their mother tongue and can not correctly master and use such words, which can easily lead to pragmatic errors in communication, thus affecting the smooth cross-cultural communication. Effective conduct and achievement of communicative purposes. This paper discusses the problem of errors in the process of foreign students' acquisition of animal words, classifies the errors of foreign students and analyzes their causes, and carries out a questionnaire survey on the acquisition of animal words among foreign students. Based on the results of the survey, the errors in the acquisition of animal words by foreign students are divided into three types, namely, animal words with similar or similar cultural meanings in English and Chinese. Animal words with opposite or contrary cultural meanings in English and Chinese and animal words without cultural meanings in English. Among them, the latter two kinds are the teaching emphases and difficulties of frequent errors. It can be concluded that the negative transfer of mother tongue is the biggest obstacle in the process of Chinese acquisition for foreign students, and the main cause of errors is English. The cultural background and linguistic characteristics of Chinese and Chinese languages are different and the cultural meaning of animal words is missing in teaching. In view of this situation, this paper focuses on the importance of culture teaching in Chinese as a foreign language, summarizes the requirements for culture teachers, and puts forward corresponding teaching strategies on how to carry out effective classroom teaching.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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