關(guān)聯(lián)理論在留學生閱讀教學中的應(yīng)用研究
發(fā)布時間：2018-07-20 12:05
【摘要】：隨著越來越多的留學生來華學習漢語，現(xiàn)代對外漢語的教學也逐漸進入到人們的視野里。其中對于漢語閱讀的教學，也成為對外漢語教師的關(guān)注的焦點之一。關(guān)聯(lián)理論的出現(xiàn)已經(jīng)有一段時間了，它作為語言學理論的新發(fā)現(xiàn)，為西方語用學的發(fā)展提供了強有力的動力。關(guān)聯(lián)理論的優(yōu)點完全可以運用在對外漢語閱讀教學中，，利用關(guān)聯(lián)理論的優(yōu)勢為對外漢語閱讀教學服務(wù)，能夠提高留學生的閱讀水平，這樣為其學好漢語打好堅實牢固的基礎(chǔ)，也把漢語推向世界。 本文分為了五個部分。 第一部分闡述了目前對外漢語閱讀教學的一些方法，在閱讀教學中應(yīng)該注意的問題，并且將關(guān)聯(lián)理論的內(nèi)容和觀點進行了說明和介紹。 第二部分主要闡釋了關(guān)聯(lián)理論和閱讀教學的關(guān)系，關(guān)聯(lián)理論對閱讀理解有著怎樣的解釋力，并且關(guān)聯(lián)理論的幾個方面：明示——推理法、語境把握、最佳關(guān)聯(lián)是如何在閱讀中發(fā)揮作用的，并且是怎樣在閱讀教學中適用的。 第三部分介紹了關(guān)聯(lián)理論在留學生閱讀教學中應(yīng)用的具體方法，在非語言知識方面和語言知識方面進行了闡述。 第四部分介紹了關(guān)聯(lián)理論在閱讀教學中的例證以及對閱讀教學的效果進行了分析。 第五部分為結(jié)語。
[Abstract]:With more and more foreign students coming to China to study Chinese, the teaching of modern Chinese as a foreign language has gradually entered people's vision. Among them, the teaching of Chinese reading has become one of the focuses of TCFL teachers. Relevance theory has been around for some time. As a new discovery of linguistic theory, it provides a powerful impetus for the development of western pragmatics. The advantages of relevance theory can be applied to the teaching of reading Chinese as a foreign language, and the advantages of relevance theory can be used to serve the teaching of reading Chinese as a foreign language, so as to improve the reading level of foreign students, thus laying a solid and solid foundation for their learning Chinese well. Also push the Chinese language to the world. This paper is divided into five parts. The first part expounds some methods of teaching Chinese as a foreign language reading, some problems that should be paid attention to in reading teaching, and explains and introduces the contents and viewpoints of relevance theory. The second part mainly explains the relationship between relevance theory and reading teaching, how relevance theory can explain reading comprehension, and some aspects of relevance theory: ostensive-inferential approach, context grasp. How the best relevance plays a role in reading, and how it works in reading teaching. The third part introduces the application of relevance theory in the teaching of reading for foreign students, including non-linguistic knowledge and linguistic knowledge. The fourth part introduces the examples of relevance theory in reading teaching and analyzes the effect of reading teaching. The fifth part is the conclusion.
【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
本文編號：2133459
[Abstract]:With more and more foreign students coming to China to study Chinese, the teaching of modern Chinese as a foreign language has gradually entered people's vision. Among them, the teaching of Chinese reading has become one of the focuses of TCFL teachers. Relevance theory has been around for some time. As a new discovery of linguistic theory, it provides a powerful impetus for the development of western pragmatics. The advantages of relevance theory can be applied to the teaching of reading Chinese as a foreign language, and the advantages of relevance theory can be used to serve the teaching of reading Chinese as a foreign language, so as to improve the reading level of foreign students, thus laying a solid and solid foundation for their learning Chinese well. Also push the Chinese language to the world. This paper is divided into five parts. The first part expounds some methods of teaching Chinese as a foreign language reading, some problems that should be paid attention to in reading teaching, and explains and introduces the contents and viewpoints of relevance theory. The second part mainly explains the relationship between relevance theory and reading teaching, how relevance theory can explain reading comprehension, and some aspects of relevance theory: ostensive-inferential approach, context grasp. How the best relevance plays a role in reading, and how it works in reading teaching. The third part introduces the application of relevance theory in the teaching of reading for foreign students, including non-linguistic knowledge and linguistic knowledge. The fourth part introduces the examples of relevance theory in reading teaching and analyzes the effect of reading teaching. The fifth part is the conclusion.
【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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