【摘要】：社會稱謂語是以人們的社會關(guān)系為基礎(chǔ)劃分的，它反映了社會交際中人們的相互關(guān)系、職業(yè)、身份、地位。社交稱謂語一直是對外漢語教學的難點，但是對它的研究卻很少，研究價值和空間比較大。 本文主要分為五個部分。第一部分對社交稱謂語研究的歷史和現(xiàn)狀進行梳理，充分了解前人研究的成果，吸取他們的研究方法，指出本文研究的必要性和可實行性。 第二部分根據(jù)論文需要重新對社交稱謂語的定義和分類進行了界定，并指出社交稱謂語在對外漢語教學中的重要作用，即有助于留學生更好地在進行交際，了解中國文化，希望引起廣大師生的注意。 第三部分通過平時的語料收集，結(jié)合調(diào)查問卷和訪談，重點對他們的偏誤情況進行統(tǒng)計，得出中高級留學生學習使用社交稱謂語偏誤類型主要有語用失誤、混淆替換、過度泛化或過度類推。偏誤的內(nèi)在原因在于漢語的復(fù)雜性和不完善性、母語負遷移、目的語干擾、學習策略不當、教材的不完善及講解環(huán)節(jié)的不到位。輔以考察他們學習社交稱謂語的情況，包括難易程度、難度原因、使用頻度、學習渠道、教材涉及情況、教學涉及情況、教學方法有效度以及不知道如何稱呼時的解決措施，以此對教學建議應(yīng)從哪些方面考慮提供參考。 第四部參考了中介語理論、認知心理學、對外漢語教學法等并針對第三章的調(diào)查結(jié)果分別提出針對性且實用性教學建議。針對漢語本身的復(fù)雜性和不完善性要提高重點詞匯重現(xiàn)率、進行稱謂語語義聯(lián)想，幫助學生理清思路，加深理解。針對母語負遷移和目的語干擾要展開對比教學、語境教學，，幫助學習者明確母語和目的語之間的具體差異，并在實際的語境中加深對目的語知識點使用原則的理解。針對學習策略不當，老師可以幫助學生盡量培養(yǎng)正確的元認知策略，加強對認知策略的了解。針對教材的不完善，編排中要增加流行實用社交稱謂語，詞匯釋義實用化。針對講解環(huán)節(jié)不到位，老師要加強對社交稱謂語教學的重視，提高自身素質(zhì)，豐富教學手段。 第五部分主要是指出本文的一些不足之處，為他人研究角度提供借鑒和參考。
[Abstract]:Social appellation is divided on the basis of people's social relations. It reflects the mutual relationship, occupation, identity and status of people in social communication. Social address has always been a difficult point in teaching Chinese as a foreign language, but its research value and space is relatively large. This paper is divided into five parts. The first part combs the history and the present situation of the social address language research, fully understand the achievements of previous studies, absorb their research methods, and point out the necessity and practicability of this study. The second part redefines the definition and classification of social address terms according to the need of the thesis, and points out the important role of social address terms in teaching Chinese as a foreign language, that is, it is helpful for foreign students to better communicate and understand Chinese culture. Hope to attract the attention of teachers and students. The third part through the usual data collection, combined with questionnaires and interviews, focusing on their error statistics, it is concluded that the middle and senior foreign students learn to use social address errors are mainly pragmatic failure, confusion replacement. Overgeneralization or analogies. The inherent causes of the errors lie in the complexity and imperfection of Chinese, the negative transfer of mother tongue, the interference of target language, the improper learning strategies, the imperfection of teaching materials and the imperfection of explaining links. To investigate their learning of social address terms, including the degree of difficulty, the reasons for difficulty, the frequency of use, the learning channels, the teaching materials involved, the effectiveness of the teaching methods and the solutions when they do not know how to address them. In this way, the teaching suggestions should be considered from what aspects to provide reference. The fourth part refers to the interlanguage theory, cognitive psychology, teaching methods of Chinese as a foreign language and puts forward specific and practical teaching suggestions according to the results of the third chapter. In view of the complexity and imperfection of Chinese, it is necessary to improve the repetition rate of key words, to make semantic association of appellations, to help students to clarify their ideas and to deepen their understanding. In view of the negative transfer of mother tongue and the interference of target language, we should carry out contrastive teaching, contextual teaching, help learners to clarify the specific differences between mother tongue and target language, and deepen the understanding of the principle of the use of knowledge points of target language in the actual context. Teachers can help students develop correct metacognitive strategies and enhance their understanding of cognitive strategies. In view of the imperfection of the teaching material, it is necessary to add the popular practical social appellations and lexical interpretation in the arrangement. Teachers should pay more attention to social address language teaching, improve their own quality and enrich teaching methods. The fifth part mainly points out some shortcomings of this paper, and provides reference for others.
【學位授予單位】：湖北工業(yè)大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【參考文獻】

相關(guān)期刊論文 前10條

1 秦曉晴;;第二語言學習策略研究的理論和實踐意義[J];國外外語教學;1996年04期

2 曲鳳榮;;民俗文化視域下的對外漢語教學[J];黑龍江高教研究;2006年10期

3 高遠,高路;語義關(guān)系與第二語言詞匯習得[J];安徽理工大學學報(社會科學版);2002年03期

4 陳佩秋;日本留學生擬親稱呼語偏誤分析[J];漢語學習;2002年06期

5 劉萍,曾文華;英漢稱謂的語用對比研究[J];華中農(nóng)業(yè)大學學報(社會科學版);2004年04期

6 楊松檸,劉春玲;淺議漢語稱謂的變化與社會環(huán)境的關(guān)系[J];克山師專學報;2004年03期

7 李健雪;稱謂選擇與語境關(guān)系順應(yīng)[J];徐州師范大學學報;2004年05期

8 張如梅;偏誤分析述評[J];云南師范大學學報;2003年06期

9 干紅梅;淺析漢語作為第二語言習得中的泛化性偏誤[J];云南師范大學學報;2005年01期

10 崔希亮;現(xiàn)代漢語稱謂系統(tǒng)與對外漢語教學[J];語言教學與研究;1996年02期

相關(guān)碩士學位論文 前10條

1 劉琛;從認知心理學的角度看對外漢語詞匯教學[D];華東師范大學;2004年

2 王娜;現(xiàn)代漢語“親屬稱謂語的泛化”研究[D];曲阜師范大學;2006年

3 劉薇;試論漢語稱謂語的文化內(nèi)涵[D];云南師范大學;2006年

4 容晨樸;從認知語言學的角度看漢英稱謂語的差異[D];天津大學;2005年

5 陳硒;現(xiàn)代漢語社會稱呼語缺環(huán)“難點”的補償策略[D];暨南大學;2006年

6 周衛(wèi)東;稱呼語的社會語用研究[D];上海交通大學;2007年

7 李忠平;析對外漢語教學中的稱呼語教學[D];中南大學;2007年

8 何洪霞;留學生社交稱謂語運用調(diào)查研究與教學探討[D];吉林大學;2008年

9 王心玉;現(xiàn)代漢語職銜類稱謂語研究[D];魯東大學;2008年

10 張麗;稱呼語與對外漢語教學[D];西北大學;2010年

本文編號：2228796