發(fā)布時間：2018-05-20 20:31

  本文選題：情感形容詞 + 隱喻理論　； 參考：《西安外國語大學》2017年碩士論文

【摘要】：對外漢語詞匯教學重點之一就是形容詞教學,情感形容詞數(shù)量繁多,所要表達的情感細膩委婉,對漢語學習者來說是難點。國內(nèi)有關形容詞教學方法的研究著實不少,但卻未有實質性的創(chuàng)新和進步。萊考夫和約翰遜的隱喻理論提出后,引起了業(yè)界學者的普遍重視,關于認知隱喻的研究層出不窮。國外的英語詞匯教學已經(jīng)實施隱喻能力教學,培養(yǎng)學生的隱喻意識。本文試圖將認知隱喻理論引入到對外漢語詞匯教學中,探討隱喻能力教學方法對漢語學習者情感形容詞的學習效果。希望本論文能夠引起對外漢語教師對隱喻理論的認識,并且成為對外漢語教學有用的資料。論文共分為四個部分:第一章緒論部分,簡要介紹選題背景及緣由、研究目的和意義、研究方法以及國內(nèi)外對隱喻能力教學的研究;第二章概述了情感形容詞的界定,并基于HSK動態(tài)作文語料庫,分析了漢語學習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型,明確本文的理論基礎。第三章進行隱喻能力教學實施前后對比實驗,介紹受試、實驗材料和設計以及實驗實施過程。并利用spass23.0對測試的結果進行詳細的分析與比較,最后討論并得出結論。第四章從教學大綱、教材編寫及教學三個方面,針對漢語學習者的情感形容詞偏誤,對對外漢語情感形容詞教學提出可行有效的教學建議,以期能對對外漢語教學有所幫助。最后總結全文并指出不足。
[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.
【學位授予單位】：西安外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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本文編號：1916119