本文選題：漢語 + 蒙古語��； 參考：《內(nèi)蒙古師范大學(xué)》2013年碩士論文

【摘要】：從匈奴時(shí)代起中國跟蒙古國就是鄰國，所以兩國的溝通交流也最為頻繁。曾經(jīng)一段時(shí)間，由于各種原因中蒙兩國的關(guān)系處于停滯狀態(tài)，近年來隨著中蒙兩國關(guān)系的升溫，在政治、經(jīng)濟(jì)、文化、教育、科學(xué)等領(lǐng)域有了廣泛的溝通和交流，越來越多的蒙古國人開始學(xué)習(xí)漢語。學(xué)習(xí)漢語不僅要學(xué)習(xí)語言，還要學(xué)習(xí)中國的民族思維和民族文化，那么這一切在一種語言的成語中有明顯的體現(xiàn)。同時(shí)數(shù)字文化在語言文化中也有大量體現(xiàn)，數(shù)字和成語結(jié)合起來形成特殊的文化寶庫即“數(shù)字成語”。漢語和蒙古語中含數(shù)字的成語到處可見，內(nèi)容豐富多彩，所以它的教學(xué)是一個(gè)值得關(guān)注的問題。 數(shù)字成語教學(xué)中不能不提到它的抽象意義，因?yàn)閷W(xué)生不理解數(shù)字象征意義，不懂不同民族關(guān)于數(shù)字的特點(diǎn)，所以誤解亂用造成偏誤的出現(xiàn)。本文對漢語、蒙古語數(shù)字成語結(jié)合其數(shù)字象征意義進(jìn)行了對比分析，粗略地闡釋了一些與數(shù)字成語中的數(shù)字有關(guān)的漢語和蒙古語象征意義，這些數(shù)字文化中所折射出的兩國人民的特殊的傳統(tǒng)風(fēng)俗和民族色彩，對學(xué)習(xí)數(shù)字成有很大的幫助。本文研究的重點(diǎn)主要放在： 1.從數(shù)字象征意義方面對漢語和蒙古語數(shù)字成語的表達(dá)象征意義進(jìn)行分析。 2.從數(shù)字象征意義的角度解釋分析漢語和蒙古語數(shù)字成語的異同之處。 3.從蒙古國學(xué)生對漢語數(shù)字理解和使用情況角度對蒙古學(xué)生進(jìn)行數(shù)字成語教學(xué)偏誤分析及其教學(xué)策略分析。 文才之妙，妙在成語。學(xué)習(xí)漢語者漢語的成語掌握程度意味著他的語言掌握程度有多高，那么是什么原因?qū)е逻B高級(jí)的學(xué)習(xí)者在學(xué)習(xí)漢語成語時(shí)都會(huì)產(chǎn)生偏誤呢？是什么原因讓很多蒙古學(xué)生認(rèn)為漢語成語難學(xué)呢？本文對蒙古國學(xué)生學(xué)習(xí)漢語中出現(xiàn)的數(shù)字成語偏誤進(jìn)行了分析，漢語成語，，尤其是數(shù)字成語本身的結(jié)構(gòu)、來源、含義的抽象意義等很多方面比較復(fù)雜，所以成為了蒙古國學(xué)生掌握漢語詞匯的一個(gè)難點(diǎn)。由于初級(jí)程度的漢語學(xué)習(xí)者接觸的成語極為有限，所以本文把中高級(jí)蒙古國學(xué)生作為考察研究的對象，調(diào)查了學(xué)習(xí)漢語數(shù)字成語過程中用母語套用漢語的情況很多，還有蒙古國學(xué)生沒掌握好漢語數(shù)字象征意義，把數(shù)字亂用等原因?qū)е缕`的出現(xiàn)。 本文對漢語和蒙古語數(shù)字成語與其中數(shù)字的象征意義進(jìn)行分析，針對蒙古國學(xué)生對學(xué)習(xí)漢語數(shù)字成語中的偏誤進(jìn)行分析，進(jìn)一步探索蒙古國學(xué)生學(xué)習(xí)漢語的有效途徑，促進(jìn)漢語學(xué)習(xí)者對數(shù)字成語的正確使用，以提高他們的語言表達(dá)能力，并提出了一些教學(xué)建議。
[Abstract]:Since the Xiongnu era, China and Mongolia are neighbors, so the communication between the two countries is also the most frequent. For some time, relations between China and Mongolia were at a standstill for various reasons. In recent years, with the warming of Sino-Mongolian relations, there has been extensive communication and exchange in political, economic, cultural, educational, scientific and other fields. More and more Mongolians are learning Chinese. To learn Chinese, we must not only learn the language, but also learn the Chinese national thinking and culture. At the same time, digital culture also has a large number of manifestations in language and culture. The combination of numbers and idioms forms a special cultural treasure house, that is, "digital idioms". Chinese and Mongolian idioms containing numbers are everywhere, rich in content, so its teaching is a matter of concern. The teaching of digital idioms cannot but mention its abstract meaning, because students do not understand the symbolic meaning of numbers. Do not understand the characteristics of different nationalities about numbers, so misunderstandings caused errors. This paper makes a comparative analysis of Chinese and Mongolian numeral idioms combined with their digital symbolic meanings, and gives a rough explanation of some symbolic meanings of Chinese and Mongolian which are related to numbers in digital idioms. The special traditional customs and national colors of the two peoples reflected in these digital cultures are of great help to the study of numbers. This paper focuses on: 1. This paper analyzes the symbolic meaning of Chinese and Mongolian digital idioms from the aspect of digital symbolism. 2. This paper analyzes the similarities and differences between Chinese and Mongolian numeral idioms from the perspective of digital symbolism. 3. From the perspective of Mongolian students' understanding and use of Chinese numerals, this paper analyzes the errors in digital idiom teaching of Mongolian students and their teaching strategies. The mastery of Chinese idioms means how high the level of Chinese idioms is, so what causes even advanced learners to have errors in learning Chinese idioms? What causes many Mongolian students to think that Chinese idioms are difficult to learn? This paper analyzes the errors of digital idioms in learning Chinese by Mongolian students. The structure, source, abstract meaning and so on of Chinese idioms, especially digital idioms, are quite complex. Therefore, it has become a difficulty for Mongolian students to master Chinese vocabulary. Due to the extremely limited exposure of Chinese idioms to primary Chinese learners, this paper takes the middle and advanced Mongolian students as the object of investigation, and investigates the many cases in which Chinese is used in the process of learning Chinese numeral idioms. There are also Mongolian students who have not grasped the symbolic meaning of Chinese numerals, and caused errors due to the misuse of numbers. This paper analyzes the symbolic meanings of Chinese and Mongolian numeral idioms and their numbers. Based on the analysis of Mongolian students' errors in learning Chinese numeral idioms, this paper further explores the effective ways for Mongolian students to learn Chinese, and promotes the correct use of digital idioms by Chinese learners in order to improve their language expression ability. Some teaching suggestions are put forward.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：1999337