本文選題：跨文化認(rèn)知 + 漢語詞匯　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：在外語或者第二語言的學(xué)習(xí)過程中,詞匯的學(xué)習(xí)始終是最重要的學(xué)習(xí)內(nèi)容之一,因為“詞匯是語言的建筑材料,沒有建筑材料就不能蓋房子,沒有詞匯就不能造句子”,“沒有語法還可以傳達(dá)一些信息,但是沒有詞匯則無法傳達(dá)任何信息”。然而,在漢語作為第二語言的教學(xué)中,地位如此重要的詞匯卻不容易學(xué),也不容易教。我們經(jīng)常發(fā)現(xiàn)學(xué)生遇到生詞第一反應(yīng)不是分析,而是尋求電子詞典的幫助;在具體情境中不能選擇合適的詞匯,詞匯的提取速度比較慢,也不能由一個詞語迅速聯(lián)想到在語義上與之相關(guān)的其他詞語。實際上,這反映的是學(xué)生沒能深度習(xí)得漢語詞匯,也即沒有掌握詞匯的深度知識。詞匯深度習(xí)得的困難可以從兩個角度來分析:首先,漢語詞匯蘊(yùn)含著豐富的文化信息,體現(xiàn)漢民族的文化心理。漢語詞匯文化信息的豐富性,首先就在于漢語中有大量包含歷史文化信息的詞匯,如海量的成語(守株待兔)、慣用語(鐵飯碗)、歇后語(電線桿子綁雞毛——好大的“撣/膽”子!)等。這些詞匯背后同時蘊(yùn)含著中國人的價值觀、文化心理、時代特色等。學(xué)習(xí)者如果想真正掌握漢語詞匯,就不得不了解漢語詞匯背后所蘊(yùn)含的這些文化信息。其次,學(xué)習(xí)者缺乏對詞匯背后認(rèn)知規(guī)律的認(rèn)知。作為中華文化的一部分,漢語詞匯從結(jié)構(gòu)到語義都能體現(xiàn)出漢民族的思維認(rèn)知特點,典型的如隱喻思維、轉(zhuǎn)喻思維、具象思維、聯(lián)想和推理思維、辯證思維等。如果不了解詞匯背后的認(rèn)知規(guī)律,就無法掌握詞匯的結(jié)構(gòu)規(guī)律和語義組合規(guī)律,無法理解漢語詞語豐富曲折的意義,無法全面深刻地構(gòu)建詞匯知識、詞義網(wǎng)絡(luò)。如此,詞匯學(xué)習(xí)就變成了機(jī)械、乏味、痛苦的學(xué)習(xí),更無法實現(xiàn)詞匯的自我習(xí)得機(jī)制。基于以上漢語詞匯教學(xué)中存在的現(xiàn)實問題,在對漢語詞匯背后文化信息和認(rèn)知規(guī)律的理論探討基礎(chǔ)上,通過個案實證研究,觀察教學(xué)過程中文化認(rèn)知因素的積極介入對學(xué)習(xí)者詞匯深度習(xí)得的影響。在理論和實證研究基礎(chǔ)上,從教學(xué)策略和學(xué)習(xí)策略兩方面提出合理化建議。
[Abstract]:In the process of learning a foreign language or a second language, vocabulary learning is always one of the most important things to learn, because "vocabulary is the building material of a language, without which a house cannot be built and a sentence cannot be made without vocabulary." Without grammar you can convey something, but without words you can't convey anything. However, in the teaching of Chinese as a second language, such important words are not easy to learn or teach. We often find that the first reaction of students to new words is not to analyze, but to seek the help of electronic dictionaries; they cannot choose the right words in specific situations, and the speed of word extraction is relatively slow. Nor can one word be quickly associated with other words that are semantically relevant. In fact, this reflects the students' failure to acquire Chinese vocabulary in depth, that is, the lack of deep knowledge of vocabulary. The difficulties of deep vocabulary acquisition can be analyzed from two angles: first, Chinese vocabulary contains abundant cultural information, which reflects the cultural psychology of the Han nationality. The richness of Chinese lexical and cultural information lies first in the fact that there are a large number of words in Chinese that contain historical and cultural information. Such as a large number of idioms (waiting for a rabbit, idiom (iron rice bowl, exhortation) (wire pole tied chicken hair-what a big "Shan / gallant") Etc. These words also contain Chinese values, cultural psychology, characteristics of the times and so on. If learners really want to master Chinese vocabulary, they have to understand the cultural information behind Chinese vocabulary. Secondly, the learners lack the cognition of the cognitive law behind the vocabulary. As a part of Chinese culture, Chinese vocabulary can embody the cognitive characteristics of Chinese people from structure to semantics, such as metaphorical thinking, metonymy thinking, figurative thinking, associative and reasoning thinking, dialectical thinking and so on. If we do not understand the cognitive law behind vocabulary, we can not grasp the rules of structure and semantic combination of words, can not understand the rich and tortuous meaning of Chinese words, and can not fully and profoundly construct lexical knowledge and semantic network. In this way, vocabulary learning becomes mechanical, boring and painful learning, and it can not realize the self-acquisition mechanism of vocabulary. Based on the above practical problems in the teaching of Chinese vocabulary, and on the basis of the theoretical discussion of the cultural information and cognitive law behind the Chinese vocabulary, this paper makes an empirical case study. To observe the influence of cultural cognitive factors on learners' deep vocabulary acquisition in the process of teaching. On the basis of theoretical and empirical research, this paper puts forward some reasonable suggestions from two aspects: teaching strategy and learning strategy.
【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

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