本文選題：情感形容詞 + 隱喻理論�。� 參考：《西安外國(guó)語(yǔ)大學(xué)》2017年碩士論文

【摘要】：對(duì)外漢語(yǔ)詞匯教學(xué)重點(diǎn)之一就是形容詞教學(xué),情感形容詞數(shù)量繁多,所要表達(dá)的情感細(xì)膩委婉,對(duì)漢語(yǔ)學(xué)習(xí)者來(lái)說(shuō)是難點(diǎn)。國(guó)內(nèi)有關(guān)形容詞教學(xué)方法的研究著實(shí)不少,但卻未有實(shí)質(zhì)性的創(chuàng)新和進(jìn)步。萊考夫和約翰遜的隱喻理論提出后,引起了業(yè)界學(xué)者的普遍重視,關(guān)于認(rèn)知隱喻的研究層出不窮。國(guó)外的英語(yǔ)詞匯教學(xué)已經(jīng)實(shí)施隱喻能力教學(xué),培養(yǎng)學(xué)生的隱喻意識(shí)。本文試圖將認(rèn)知隱喻理論引入到對(duì)外漢語(yǔ)詞匯教學(xué)中,探討隱喻能力教學(xué)方法對(duì)漢語(yǔ)學(xué)習(xí)者情感形容詞的學(xué)習(xí)效果。希望本論文能夠引起對(duì)外漢語(yǔ)教師對(duì)隱喻理論的認(rèn)識(shí),并且成為對(duì)外漢語(yǔ)教學(xué)有用的資料。論文共分為四個(gè)部分:第一章緒論部分,簡(jiǎn)要介紹選題背景及緣由、研究目的和意義、研究方法以及國(guó)內(nèi)外對(duì)隱喻能力教學(xué)的研究;第二章概述了情感形容詞的界定,并基于HSK動(dòng)態(tài)作文語(yǔ)料庫(kù),分析了漢語(yǔ)學(xué)習(xí)者情感形容詞的偏誤。此外,闡釋了萊考夫概念隱喻理論以及情感形容詞的概念隱喻類(lèi)型,明確本文的理論基礎(chǔ)。第三章進(jìn)行隱喻能力教學(xué)實(shí)施前后對(duì)比實(shí)驗(yàn),介紹受試、實(shí)驗(yàn)材料和設(shè)計(jì)以及實(shí)驗(yàn)實(shí)施過(guò)程。并利用spass23.0對(duì)測(cè)試的結(jié)果進(jìn)行詳細(xì)的分析與比較,最后討論并得出結(jié)論。第四章從教學(xué)大綱、教材編寫(xiě)及教學(xué)三個(gè)方面,針對(duì)漢語(yǔ)學(xué)習(xí)者的情感形容詞偏誤,對(duì)對(duì)外漢語(yǔ)情感形容詞教學(xué)提出可行有效的教學(xué)建議,以期能對(duì)對(duì)外漢語(yǔ)教學(xué)有所幫助。最后總結(jié)全文并指出不足。
[Abstract]:One of the key points of vocabulary teaching in TCFL is the teaching of adjectives. The number of emotive adjectives is various and the emotion to be expressed is delicate and euphemism, which is difficult for Chinese learners. There are many researches on adjective teaching methods in China, but there is no substantial innovation and progress. After Lakoff and Johnson's metaphor theory was put forward, scholars in the field paid much attention to it, and the study of cognitive metaphor emerged one after another. English vocabulary teaching abroad has implemented metaphorical competence teaching to cultivate students' metaphorical consciousness. This paper attempts to introduce the cognitive metaphor theory into the vocabulary teaching of Chinese as a foreign language to explore the effect of metaphorical competence teaching methods on Chinese learners' affective adjectives. It is hoped that this thesis can arouse teachers' understanding of metaphor theory and become useful materials for teaching Chinese as a foreign language. The thesis is divided into four parts: the first chapter is the introduction, which briefly introduces the background and reason of the topic, the purpose and significance of the research, the research methods and the teaching of metaphorical competence at home and abroad, and the second chapter summarizes the definition of affective adjectives. Based on the HSK dynamic composition corpus, the errors of Chinese learners' affective adjectives are analyzed. In addition, it explains Lakoff's theory of conceptual metaphor and the types of conceptual metaphors of affective adjectives, and clarifies the theoretical basis of this paper. Chapter three is a comparative experiment before and after the implementation of metaphorical competence teaching, introducing the subjects, experimental materials and design, as well as the process of experimental implementation. The test results are analyzed and compared in detail by spass23.0, and finally discussed and concluded. In the fourth chapter, from the aspects of syllabus, textbook compilation and teaching, aiming at the errors of Chinese learners' affective adjectives, the author puts forward some feasible and effective teaching suggestions for the teaching of Chinese affective adjectives as a foreign language, in order to be helpful to the teaching of Chinese as a foreign language. Finally, it summarizes the full text and points out the deficiency.
【學(xué)位授予單位】：西安外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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本文編號(hào)：1916119