本文選題：慣用語 + 偏誤分析　； 參考：《云南大學(xué)》2015年碩士論文

【摘要】：漢語口語慣用語因其口語色彩濃厚、形式簡潔但內(nèi)涵豐富而活躍于我們的日常生活的交流中。漢語母語者使用慣用語毫無困難,但作為第二語言教學(xué)的一部分,慣用語深層次的含義讓留學(xué)生學(xué)習(xí)和使用起來都頗為困難,他們在和中國人溝通時(shí)經(jīng)常會碰到這樣一些慣用語,每個(gè)字都認(rèn)識,組合在一起但卻不清楚表達(dá)的意思,所以會經(jīng)常鬧笑話,產(chǎn)生誤會。但是又由于一部分慣用語含有深厚的中國文化,留學(xué)生表現(xiàn)出極大的興趣。文章首先在本體研究的基礎(chǔ)上,對慣用語的含義、語義特點(diǎn)、語用特點(diǎn)、語法特點(diǎn)和來源等方面進(jìn)行了大致的描述,通過發(fā)放問卷的方法對留學(xué)生習(xí)得慣用語的情況作了調(diào)查分析,發(fā)現(xiàn)在慣用語的習(xí)得過程中教材的選用、學(xué)習(xí)漢語的時(shí)間、有無語境這三方面起著重要的作用。文章運(yùn)用第二語言習(xí)得方面的偏誤分析理論,對留學(xué)生在習(xí)得使用慣用語和在問卷中產(chǎn)生的偏誤進(jìn)行語義、語用、語法三個(gè)層面進(jìn)行了分類分析,得到了留學(xué)生在慣用語的使用中最容易產(chǎn)生偏誤的是在語義和語用兩方面,并且從文化因素、學(xué)習(xí)者個(gè)體因素、教師個(gè)體因素、教材指導(dǎo)因素等方面分析了留學(xué)生在慣用語的習(xí)得過程中產(chǎn)生不同類型偏誤的原因,進(jìn)而文章最后通過對漢語教師的訪談,結(jié)合自身的教學(xué)經(jīng)驗(yàn),依據(jù)第二語言教學(xué)中循序漸進(jìn)、精講多練、與時(shí)俱進(jìn)等詞匯教學(xué)原則,總結(jié)出在對外漢語教學(xué)中應(yīng)該以教材為主,適當(dāng)補(bǔ)充內(nèi)容,在講解慣用語含義的同時(shí)導(dǎo)入有關(guān)文化知識,并幫助學(xué)習(xí)者建立慣用語“家族”等教學(xué)方案,針對學(xué)習(xí)者在語義、語用、語法三方面產(chǎn)生的偏誤提出了具體的教學(xué)建議。
[Abstract]:Chinese colloquial idioms are active in our daily life because of their strong colloquial color, concise form but rich connotation. Chinese native speakers have no difficulty in using idioms, but as part of second language teaching, the deep meaning of idioms makes it difficult for foreign students to learn and use them. They often encounter such idioms when communicating with Chinese people. Each word is known, combined but not clearly expressed, so they often make jokes and misunderstandings. But because some idioms contain deep Chinese culture, foreign students show great interest. On the basis of the ontological study, this paper gives a general description of the meanings, semantic features, pragmatic features, grammatical features and sources of idioms. Through the investigation and analysis of foreign students' acquisition of idioms, it is found that the selection of textbooks, the time of learning Chinese and the existence of context play an important role in the acquisition of idioms. Based on the theory of error analysis in second language acquisition, this paper makes a classification analysis on the semantic, pragmatic and grammatical errors of idioms and errors in the questionnaire. It is found that the most likely errors in the use of idioms by foreign students are in the aspects of semantics and pragmatics, and in terms of cultural factors, learners' individual factors and teachers' individual factors. This paper analyzes the causes of different types of errors in the acquisition of idioms by foreign students from the aspects of textbook guidance, and finally, through interviews with Chinese teachers, combines with their own teaching experience. According to the principles of vocabulary teaching in second language teaching, such as step by step, intensive teaching and more practice, and keeping pace with the times, it is concluded that teaching materials should be used as the main teaching materials, appropriate supplementary contents should be added, and relevant cultural knowledge should be introduced while explaining the meaning of idioms. It also helps learners to establish idiom "family" teaching programs, and puts forward specific teaching suggestions for errors in semantic, pragmatic and grammatical aspects.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

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本文編號：2092516