本文選題：語言對比法 + 漢語國際教育�。� 參考：《遼寧大學》2013年碩士論文

【摘要】：近年來，漢語國際教育的不斷發(fā)展，來自外國的漢語學習者數量增長很快。隨之而來的是對漢語國際教育工作者的更大需求和漢語國際教育教學的不斷探索。在漢語國際教育的教學內容中，漢語成語教學是漢語國際教育中比較特殊的一個部分，來自外國的漢語學習者即對漢語成語充滿興趣，又對成語的理解和使用有一定困難。 本文以漢語國際教育中的漢語成語教學為研究對象，總結以往的漢語成語教學的研究經驗，并與英漢語言對比法的教學原理相結合，嘗試用英漢語言對比法進行漢語國際教育的成語教學。本文選取HSK六級以下的成語作為教學內容，探討成語教學中的實際問題和解決辦法。 本文使用的英漢語言對比法主要針對母語不是英語并已經掌握英語的漢語學習者。這也是基于學習漢語的留學生普遍具有較好的英文基礎。在這些學習者學習英語作為第二外語的過程中已經有了跨文化學習的經驗。這種跨文化的理解能力有助于他們學習漢語。在指導理論方面，本文使用的英漢語言對比法結合了對比分析理論，中介語理論和三語習得理論。作者在吸取這些理論在漢語國際教育中的優(yōu)勢部分，使之符合漢語成語教學的目的。為測試這種教學方法的可行性和實際效果，作者進行了以英漢語言對比法進行漢語教學的教學試驗。在教學試驗中，作者通過教學過程中的分組教學和測試，試圖找出一種可在漢語成語教學中實用的方法，為其他在對外漢語教學中所遇到的問題提供參考。本文在探討英漢語言對比法在漢語國際教育中的作用同時，，也總結了英漢語言對比法的優(yōu)點和局限，這也為了英漢語言對比法在漢語國際教育過程中的今后研究提供借鑒。
[Abstract]:In recent years, with the development of international Chinese education, the number of Chinese learners from foreign countries is increasing rapidly. What follows is the greater demand for Chinese international educators and the continuous exploration of Chinese international education. In the teaching content of Chinese international education, Chinese idiom teaching is a special part of Chinese international education. Chinese learners from foreign countries are not only interested in Chinese idioms, but also have some difficulties in understanding and using Chinese idioms. This paper takes the Chinese idiom teaching in the international Chinese education as the research object, summarizes the previous research experience of Chinese idiom teaching, and combines with the teaching principle of English and Chinese language contrastive method. This paper attempts to use the English-Chinese language contrast method to carry on the Chinese international education idiom teaching. In this paper, idioms below HSK level 6 are chosen as teaching contents to explore practical problems and solutions in idiom teaching. The contrast between English and Chinese is mainly aimed at Chinese learners whose mother tongue is not English and who have mastered English. This is also based on the study of Chinese students generally have a good foundation in English. These learners have gained cross-cultural experience in learning English as a second language. This cross-cultural understanding helps them learn Chinese. In guiding theory, the contrastive approach in English and Chinese is combined with contrastive analysis theory, interlanguage theory and third language acquisition theory. The author absorbs the advantages of these theories in Chinese international education and makes them conform to the purpose of Chinese idiom teaching. In order to test the feasibility and practical effect of this teaching method, the author has carried out a teaching experiment of Chinese teaching by contrast between English and Chinese. In the teaching experiment, the author tries to find a practical method in the teaching of Chinese idioms through the grouping teaching and testing in the teaching process, which can provide reference for other problems encountered in teaching Chinese as a foreign language. This paper discusses the role of contrastive approach in Chinese international education, and summarizes the advantages and limitations of the contrastive approach, which provides a reference for the future study of contrastive approach in the process of Chinese international education.
【學位授予單位】：遼寧大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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本文編號：1940705