【摘要】：語言作為人類社會文明發(fā)展過程中的重要產(chǎn)物,蘊含著這個民族、國家特有的意識形態(tài)與文化特征,而其中慣用語則是語言中最為常見、最為重要的組成部分。所謂慣用語,是在特定的歷史、文化條件下,在語言使用者的生活之中能夠自然使用的生活化短語。再者,人們在傳達同一個人意識時所使用的慣用語也會千差萬別。說話人為了正確、生動地向聽話人傳達自己的意識,把基礎(chǔ)語匯重新組織,繼而生產(chǎn)慣用語。這種慣用語可以反映特定社會下的特定歷史、社會、文化背景,是通過基礎(chǔ)語言知識無法理解的高級語言表現(xiàn)形式。因此,無論在學習母語時還是學習外國語時,慣用語都可以稱之為必修項目；假如不理解慣用語,在這個語言環(huán)境的生活勢必會受到極大的限制,幾乎不可能充分、完整地進行語言生活。由此,慣用語就成為了語言技術(shù)當中不可或缺的組成部分,在語言教育當中也應引入慣用語教學體系。 由上述論述可知,慣用語作為一種固有表現(xiàn)形式,即使是母語亦需要后天大量的學習與努力還可完全理解其含義。聽話人接受到說話人傳遞的慣用語時,需通過學習、聯(lián)想以及類推等方式來揣摩慣用語的含義,學習者不僅要能知其含義,而且要能在個人交際過程中加以積極正確地靈活運用。因此,慣用語教育是語言學習過程中必不可少的部分。 本文首先比較了中、韓兩國初中《語文》教學大綱。以此為基礎(chǔ),對慣用語進行了概念界定,分析了中韓兩國《語文》教材,提取了所有的慣用語,并從結(jié)構(gòu)形態(tài)的角度對其內(nèi)部結(jié)構(gòu)進行了分類：1)名詞性結(jié)構(gòu)；2)動詞型結(jié)構(gòu)；3)形容謂詞性結(jié)構(gòu)；4)副詞性結(jié)構(gòu)等等,進而對比分析了各類慣用語的使用特征。結(jié)論部分總結(jié)并提出了中韓《語文》教材中慣用語的總體對應情況表。 第一章緒論中,在先前探討研究的基礎(chǔ)上定義了慣用語的概念及范疇,從而進一步認識慣用語的性質(zhì)。以語法、語義特征為中心理解慣用語,并對這一條件是否可成為慣用語判定標準的問題進行思索。在分析慣用語教育現(xiàn)狀之前,介紹了慣用語教育的理論背景。準確定義并整理了慣用語的概念及其特性,設(shè)定了慣用語教育的范疇,淺析了慣用語教育的目標與意義。 第二章中,主要以6冊中國中學《朝鮮語文》教材與12冊韓國第七版《國語／生活國語》教材為研究對象。整理了中國中學《朝鮮語文》教材與韓國第七版《國語／生活國語》教材中出現(xiàn)的慣用語并用"SynKDP1.5(韓國語綜合處理軟件)”進行了錄入分析,教材錄入過程當中參照了以下標準及方法： 為中國中學《朝鮮語文》教材與韓國第七版《國語／生活國語》教材中出現(xiàn)的慣用語制作分類目錄。慣用語判定標準的基礎(chǔ)上,對教材中的慣用語進行對象限定,并對中國中學《朝鮮語文》教材與韓國第七版《國語/生活國語》教材中出現(xiàn)的慣用語按學期進行了分析。此過程中使用了《朝鮮語大辭典》以及《標準國語大辭典》并對詞典中的慣用語詞條進行了分類目錄制作。分析并闡述了教材中慣用語的結(jié)構(gòu)形態(tài)及內(nèi)容。 第三章中,在第二章的分析內(nèi)容的基礎(chǔ)上對慣用語進行了整體的比較分析。根據(jù)《朝鮮語文課程標準》與韓國《第七版韓國語教育課程》,以現(xiàn)實施的與慣用語關(guān)聯(lián)的教育內(nèi)容和教材中慣用語學習單元為對象,對慣用語教育環(huán)境進行了分析。從形態(tài)結(jié)構(gòu)角度對其內(nèi)部結(jié)構(gòu)進行了分類,進而對比分析了各類慣用語的使用特征。 第四章中,對本文的研究成果進行了概括整理。 本文提出了未來慣用語教育的發(fā)展方向,是具有基礎(chǔ)資料價值的論文。在此基礎(chǔ)上,站在慣用語教育的角度對教育課程中的特性以及教授、學習方法進行了全面地論述,提出了更為行之有效的教育方案。因此,希望本文會對中國和韓國中學過于教育的發(fā)展起到積極的作用。
[Abstract]:As an important product in the process of the development of human society, the language contains the national and the country's unique ideological and cultural characteristics, and the common language is the most common and most important part in the language. The so-called idiom is an activation phrase that can be used naturally in the life of a language user under certain historical and cultural conditions. In addition, the common language used by people to convey the same person's consciousness is also different. In order to correctly and vividly convey the consciousness of the speaker, the speaker reorganizes the base language, and then produces the idiomatic language. This idiom can reflect the specific historical, social and cultural background of a particular society, which is a high-level form of language that can't be understood through the basic language knowledge. Therefore, when studying the mother tongue or studying the foreign language, the idiomatic language can be called a compulsory project; if not, the living situation in this language environment will be greatly limited, and the language life is almost impossible to be carried out completely and completely. As a result, the idioms have become an integral part of the language technology, and the language teaching system should also be introduced in the language education. As can be seen from the above discussion, the use of the phrase as an inherent form of expression, even in the mother tongue, requires a great deal of learning and effort to fully understand its content By learning, associating, and so on, it is necessary to study the meaning of the habit by learning, associating, and so on. The learners should not only know their meaning, but also be able to carry out the active and correct operation in the course of personal communication. For this reason, the language education is an essential part in the process of language learning The first part of this paper is to compare the Chinese and Korean junior high school teaching. On the basis of this, the concept of the idioms is defined, the Chinese and Korean materials are analyzed, all the idioms are extracted, and the internal structure of the two countries is classified as follows:1) a noun structure;2) a verb-type structure; and 3) a description predicate. The structure of the subpart, and so on. By means of the characteristic, the conclusion is summarized and the general correspondence of the idioms in the Chinese and Korean language is put forward. in that introduction of the first chapter, the concept and category of the habitual term are defined on the basis of the previous study, so that it is further known The nature of the term. It is the central understanding of the idioms in terms of grammar and semantic features, and the question of whether the condition can be used as a standard for the determination of the term. On the basis of the analysis of the current situation of the customary term education, the article introduces the education of the idioms. In this paper, the concept and characteristics of the idioms are precisely defined and sorted, the category of the traditional language education is set, and the education of the idioms is analyzed. Objective and significance. In the second chapter,6 copies of Chinese middle school, Korean language, and 12 copies of Korean version 7 The teaching material is the object of the study. The old words in Chinese middle school, Korean language> teaching material and the seventh edition of Korean language/ Chinese language> teaching material are compiled and the input and analysis are carried out by the "SynKDP1.5 (Korean integrated processing software)". The reference is made in the course of the material entry. The following standards and methods: in Chinese middle school teaching material and Korean version 7 teaching material Used to make the classification catalog. On the basis of the standard of the use of the standard, the object of the used language in the teaching material is defined, and the common use of the Chinese language> teaching material in the Chinese middle school and the seventh edition of Korean language/ Chinese language> teaching material The language is analyzed in terms of terms of the term. In this process, the and the are used in this process, and the terms used in the dictionary are used In this paper, the classification catalog is made, and the usage in the teaching materials is analyzed and explained. The structure form and content of the language. In the third chapter, on the basis of the analysis of the second chapter, it is used to The language has been compared and analyzed as a whole. According to the Korean Language Curriculum Standard and the Korean Language Education Course in Korean 【學位授予單位】：延邊大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：H136.4;H55

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