本文選題：新HSK　切入點(diǎn)：成語(yǔ)　出處：《南昌大學(xué)》2013年碩士論文

【摘要】：漢語(yǔ)成語(yǔ)是母語(yǔ)為非漢語(yǔ)且以漢語(yǔ)為目的語(yǔ)的學(xué)習(xí)者,尤其是中高級(jí)階段的學(xué)習(xí)者學(xué)習(xí)的難點(diǎn)。而成語(yǔ)在功能方面的偏誤也在成語(yǔ)習(xí)得偏誤中占有很大的比重。漢語(yǔ)成語(yǔ)有很多是漢文化的載體,所以漢語(yǔ)成語(yǔ)的教學(xué)在以傳播漢文化為目標(biāo)的對(duì)外漢語(yǔ)教學(xué)過(guò)程中,不容忽視。而現(xiàn)階段對(duì)成語(yǔ)功能進(jìn)行的研究并不多,本文以研究新HSK詞匯中的成語(yǔ)的結(jié)構(gòu)和功能為手段,尤其是通過(guò)探討成語(yǔ)內(nèi)部結(jié)構(gòu)與成語(yǔ)功能之間的對(duì)應(yīng)關(guān)系來(lái)達(dá)到探討如何進(jìn)行成語(yǔ)的對(duì)外漢語(yǔ)教學(xué)為最終目標(biāo)。主要是在對(duì)成語(yǔ)結(jié)構(gòu)進(jìn)行本體研究的基礎(chǔ)上,對(duì)成語(yǔ)功能進(jìn)行歸類分析其入句的條件限制以及規(guī)律,從而探討如何在了解了成語(yǔ)的功能后,進(jìn)行更好地成語(yǔ)教學(xué),減少學(xué)生學(xué)習(xí)偏誤,提高學(xué)生學(xué)習(xí)興趣。 本文主要采用定量分析法和靜態(tài)描寫法,對(duì)研究范圍內(nèi)的117條成語(yǔ)語(yǔ)料進(jìn)行逐條歸類分析其結(jié)構(gòu)和功能,給每一條成語(yǔ)定一個(gè)“詞性”,對(duì)其入句充當(dāng)?shù)某煞肿龀鼋y(tǒng)計(jì),探討成語(yǔ)內(nèi)部結(jié)構(gòu)與功能之間的規(guī)律,并結(jié)合HSK動(dòng)態(tài)語(yǔ)料庫(kù)中學(xué)生偏誤進(jìn)行分析,得出相關(guān)教學(xué)法結(jié)論。 通過(guò)本文對(duì)成語(yǔ)功能與結(jié)構(gòu)的探討,得出系統(tǒng)的研究：成語(yǔ)在入句條件方面與詞一樣有一定的限制,但是成語(yǔ)與詞不同的是,成語(yǔ)作為“語(yǔ)”,在除了可以像詞一樣在句子中充當(dāng)一定的成分外,還可以充當(dāng)獨(dú)立成分,但是在作為獨(dú)立成分的時(shí)候并不靈活,受到其內(nèi)部結(jié)構(gòu)影響,在入句后有相關(guān)的限制以及關(guān)涉作用的,暨成語(yǔ)的內(nèi)部結(jié)構(gòu)與成語(yǔ)的功能存在一定的對(duì)應(yīng)關(guān)系。
[Abstract]:Chinese idioms are learners whose mother tongue is not Chinese and whose target language is Chinese. In particular, the learning difficulties of middle and advanced stage learners, and idioms in the functional errors also occupy a large proportion of idiom acquisition bias. There are many Chinese idioms are the carrier of Chinese culture, Therefore, the teaching of Chinese idioms should not be ignored in the process of teaching Chinese as a foreign language with the aim of spreading Chinese culture. However, there are not many studies on the function of idioms at this stage. This paper takes the structure and function of idioms in the new HSK vocabulary as a means. In particular, by exploring the corresponding relationship between idiom internal structure and idiom function, it is the ultimate goal to explore how to teach idioms as a foreign language, mainly on the basis of the ontological study of idiom structure. This paper classifies and analyzes the conditions, limitations and rules of idiom function in order to explore how to better teach idioms after understanding the functions of idioms, reduce students' learning errors and improve their interest in learning. This paper mainly uses quantitative analysis method and static description method to classify and analyze the structure and function of 117 idioms in the scope of study, to define a "part of speech" for each idiom, and to make statistics on the composition of its sentence. This paper probes into the rules between the internal structure and function of idioms, and analyzes the errors of middle school students in HSK dynamic corpus, and draws the conclusions of relevant teaching methods. Through the discussion of the function and structure of idioms, it is concluded that idioms have the same limitations as words in terms of entry conditions, but the differences between idioms and words are that idioms are different from words. As a "language", idioms can not only act as certain elements in sentences as words, but also as independent components, but they are not flexible when they are independent and are influenced by their internal structure. The internal structure of idioms is related to the function of idioms.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前4條

1 張昕怡;高級(jí)漢語(yǔ)成語(yǔ)教學(xué)研究[D];沈陽(yáng)師范大學(xué);2016年

2 薛蓮;基于語(yǔ)料庫(kù)的成語(yǔ)研究[D];青島大學(xué);2015年

3 付麗燕;新HSK六級(jí)考試中的成語(yǔ)考核及留學(xué)生成語(yǔ)學(xué)習(xí)情況調(diào)查[D];廣東外語(yǔ)外貿(mào)大學(xué);2015年

4 周明星;對(duì)外漢語(yǔ)教材中成語(yǔ)的英文釋義研究[D];安徽大學(xué);2014年

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本文編號(hào)：1690604