本文選題：英語背景 + 稱謂語　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：稱謂語作為語言系統(tǒng)的重要組成部分,在人際交往過程中發(fā)揮著不可或缺的作用。熟練運(yùn)用稱謂語,是習(xí)得地道語言的重要標(biāo)志之一。然而由于不同民族、不同文化背景的稱謂語系統(tǒng)不盡相同,加之漢語稱謂語系統(tǒng)自身的復(fù)雜性,漢語稱謂語在對外漢語教學(xué)及外國學(xué)習(xí)者學(xué)習(xí)和使用漢語中成了一大難點。就目前來看,漢語學(xué)習(xí)者的數(shù)量越來越多,其母語背景也日趨多樣�；谝陨锨闆r,我們以母語為英語的漢語學(xué)習(xí)者為切入點,以對外漢語教學(xué)中所使用的教材、具體實施教學(xué)活動的教師為考察對象,通過對漢英稱謂語系統(tǒng)的對比分析,發(fā)掘出現(xiàn)階段對外漢語稱謂語教與學(xué)中存在的問題,并針對這些問題提出富有建設(shè)性的解決辦法。本論文除緒論和結(jié)語外主要分為三章。緒論部分介紹了本論文的研究緣起和研究意義,論述了研究方法、研究難點和創(chuàng)新點并從漢語稱謂語的本體研究和對外漢語教學(xué)兩個方面對研究現(xiàn)狀做了闡述。第一章:漢英稱謂語對比分析。首先對稱謂語的概念進(jìn)行了界定并將其劃分為親屬稱謂語和社會稱謂語兩大次類,在此基礎(chǔ)上對漢英稱謂語系統(tǒng)的異同進(jìn)行比較、對產(chǎn)生差異的原因進(jìn)行了分析。第二章:對外漢語稱謂語教學(xué)情況調(diào)查與分析。針對英語背景學(xué)習(xí)者漢語稱謂語的教學(xué)情況,主要從三個方面進(jìn)行了調(diào)查研究。1.教材方面。本論文選取《發(fā)展?jié)h語》作為調(diào)查對象,對其中出現(xiàn)的漢語稱謂語進(jìn)行了窮盡性統(tǒng)計,列出表格并自行附上相對應(yīng)的英語稱謂語。對表格所呈現(xiàn)出來的問題進(jìn)行深入地分析,探尋教材編寫的優(yōu)點和不足。2.課堂教學(xué)情況。主要通過對有教授英語背景學(xué)習(xí)者經(jīng)驗的對外漢語教師進(jìn)行問卷調(diào)查的方式展現(xiàn)。調(diào)查內(nèi)容主要包括教師對漢語稱謂語教學(xué)重視程度、對教材編排情況的滿意程度及課堂內(nèi)外學(xué)習(xí)者在實際運(yùn)用中產(chǎn)生的偏誤和針對這些偏誤現(xiàn)象教師的應(yīng)對策略等。3.英語背景學(xué)習(xí)者習(xí)得情況。通過問卷方式對英語背景學(xué)習(xí)者進(jìn)行調(diào)查,內(nèi)容主要包括學(xué)習(xí)者學(xué)習(xí)漢語稱謂語的態(tài)度、對教材及教師在漢語稱謂語教學(xué)方面的滿意程度、對常用漢語親屬稱謂語的理解及使用情況以及在特定語境下對漢語社會稱謂語的選用情況四個方面�；谡{(diào)查問卷得出的結(jié)果,總結(jié)現(xiàn)階段對外漢語教學(xué)中漢語稱謂語在教與學(xué)方面存在的問題。第三章:對對外漢語稱謂語教學(xué)的建議。根據(jù)對教材編排的統(tǒng)計分析,結(jié)合問卷調(diào)查所呈現(xiàn)出的問題,分別對教材編寫、課堂教學(xué)和學(xué)習(xí)者習(xí)得三方面提出建設(shè)性的意見,以期提高漢語稱謂語在對外漢語教學(xué)中的受重視程度,引導(dǎo)英語背景學(xué)習(xí)者克服跨文化交際中的文化障礙,正確使用漢語稱謂語,提高學(xué)習(xí)者的漢語水平和交際能力。結(jié)語部分對本論文內(nèi)容進(jìn)行總結(jié)。
[Abstract]:As an important part of language system, appellation plays an indispensable role in interpersonal communication. Proficiency in the use of appellations is one of the most important signs of authentic language acquisition. However, due to the different appellation systems of different nationalities and different cultural backgrounds, and the complexity of the Chinese appellation system itself, Chinese appellation has become a major difficulty in the teaching of Chinese as a foreign language and the learning and use of Chinese by foreign learners. At present, there are more and more Chinese learners and their native language background is becoming more and more diverse. Based on the above situation, we take native English-speaking Chinese learners as the starting point, the teaching materials used in teaching Chinese as a foreign language, and the teachers who carry out specific teaching activities as the object of investigation, through the comparative analysis of the Chinese and English appellation systems. This paper explores the problems existing in the teaching and learning of address language in TCSL, and puts forward constructive solutions to these problems. This thesis is divided into three chapters except introduction and conclusion. The introduction part introduces the origin and significance of the research, discusses the research methods, research difficulties and innovations, and expounds the current situation of the research from two aspects: the ontological study of Chinese address terms and the teaching of Chinese as a foreign language. Chapter one: contrastive analysis of Chinese and English appellations. Firstly, the concept of symmetric predicate is defined and divided into two major categories: kinship appellation and social appellation. On this basis, the similarities and differences of Chinese and English appellation systems are compared, and the causes of the differences are analyzed. Chapter two: the investigation and analysis of the teaching of Chinese address language as a foreign language. This paper investigates the teaching of Chinese address language in English background learners from three aspects. Teaching materials This thesis selects Development Chinese as the research object, makes exhaustive statistics on the Chinese appellations, lists tables and appends corresponding English appellations. The problems presented by the table are analyzed in depth to explore the advantages and disadvantages of the compilation of teaching materials. 2. Classroom teaching. Mainly through the teaching English background learner experience to carry on the questionnaire survey to the foreign language teacher. The contents of the investigation mainly include the teachers' attention to the teaching of Chinese address language, their satisfaction with the arrangement of textbooks, the errors caused by learners in and out of the classroom, and the teachers' coping strategies in the light of these errors. Acquisition of English background learners. A questionnaire survey was conducted on English background learners, which mainly included the learners' attitude towards learning Chinese address terms, their satisfaction with the teaching materials and the teachers' satisfaction in the teaching of Chinese address language. There are four aspects about the understanding and usage of Chinese kinship appellations and the choice of Chinese social appellations in the specific context. Based on the results of the questionnaire, this paper summarizes the problems in teaching and learning of Chinese appellations in teaching Chinese as a foreign language (TCFL). Chapter three: suggestions on the teaching of Chinese address language as a foreign language. According to the statistical analysis of the textbook arrangement and the problems presented by the questionnaire, this paper puts forward some constructive suggestions on the compilation of the textbook, classroom teaching and learners' acquisition, respectively. In order to improve the importance of Chinese address language in teaching Chinese as a foreign language, to guide English background learners to overcome the cultural barriers in cross-cultural communication, to use Chinese address terms correctly, and to improve learners' Chinese proficiency and communicative competence. The conclusion part summarizes the content of this paper.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳玲美;;論英漢稱謂語的差異及其文化因素[J];湖南農(nóng)業(yè)大學(xué)學(xué)報(社會科學(xué)版.素質(zhì)教育研究);2008年03期

2 楊悅;;漢越稱謂語的異同及教學(xué)策略[J];云南師范大學(xué)學(xué)報;2006年06期

3 祝西瑩;從漢語稱謂語看宗法觀念對國人思想意識的影響[J];西北大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);2005年06期

4 曹煒;現(xiàn)代漢語中的稱謂語和稱呼語[J];江蘇大學(xué)學(xué)報(社會科學(xué)版);2005年02期

5 劉金玲,林莉;現(xiàn)代漢語稱謂語及其社會動因[J];萊陽農(nóng)學(xué)院學(xué)報(社會科學(xué)版);2004年01期

6 楊立琴;漢語稱謂的文化透視[J];保定師范�？茖W(xué)校學(xué)報;2003年01期

7 陳佩秋;日本留學(xué)生擬親稱呼語偏誤分析[J];漢語學(xué)習(xí);2002年06期

8 周健!510610;漢語稱謂教學(xué)探討[J];語言教學(xué)與研究;2001年04期

9 葉南;論漢語稱謂語的文化內(nèi)涵[J];西南民族學(xué)院學(xué)報(哲學(xué)社會科學(xué)版);2001年06期

10 項小明,曹琳琳;中英稱呼語的分類比較[J];肇慶學(xué)院學(xué)報;2001年01期

相關(guān)碩士學(xué)位論文 前8條

1 趙靚;漢語稱謂語教學(xué)研究[D];吉林大學(xué);2014年

2 田膺琪;對外漢語中的稱謂語教學(xué)[D];蘭州大學(xué);2014年

3 商萍;現(xiàn)代漢語擬親屬稱謂語研究[D];吉林大學(xué);2013年

4 李瑩;留學(xué)生稱謂語習(xí)得的偏誤分析及教學(xué)探討[D];華中科技大學(xué);2011年

5 田昊罡;歐美留學(xué)生漢語社交稱謂語學(xué)習(xí)使用情況的調(diào)查及教學(xué)策略研究[D];上海外國語大學(xué);2008年

6 何洪霞;留學(xué)生社交稱謂語運(yùn)用調(diào)查研究與教學(xué)探討[D];吉林大學(xué);2008年

7 劉蕊;美國學(xué)生漢語習(xí)得中社交語用失誤的考察與分析[D];北京語言大學(xué);2007年

8 徐新顏;中級水平日韓、歐美留學(xué)生漢語學(xué)習(xí)策略研究[D];北京語言文化大學(xué);2003年

，

本文編號：1817386