【摘要】：比喻修辭是漢語修辭系統(tǒng)中最普遍,也是使用最多的一種修辭方法。但留學生在習得比喻修辭時,往往會出現(xiàn)各種類型的偏誤,而且這些偏誤還具有一定程度的國別化性質(zhì)。故本文從漢語比喻修辭入手,采用問卷調(diào)查的方法對筆者在教學實踐中教授的63名來華泰國留學生進行調(diào)查,對偏誤進行歸類和歸因,并對泰國留學生比喻修辭教學提出了相應(yīng)的建議。全文共分為六個章節(jié):第一章“引言”,主要闡述了本文的選題緣由、研究現(xiàn)狀、研究方法和相關(guān)理論基礎(chǔ),起到統(tǒng)領(lǐng)全文的作用。第二章是對泰國留學生比喻修辭習得情況的考查,闡述了問卷設(shè)計的目的、方法和形式,以及調(diào)查對象的漢語水平和調(diào)查方法。第三章是整理和統(tǒng)計52份有效問卷,依據(jù)漢語比喻句通常包含的四個基本要素:本體、喻體、喻詞和相似點,概括出泰國留學生比喻修辭習得的五種常見偏誤類型,同時結(jié)合問卷題目進行針對性分析。第四章針對前文概括的五種偏誤類型,從學習者個人因素和外部影響因素兩個方面對偏誤進行歸因。第五章從對外漢語教材編寫、教師教學和學習者學習三個方面對泰國留學生比喻修辭教學提出了思考和具體建議。第六章結(jié)語,總結(jié)本文的研究成果,同時指出本文的局限性和需要改進的地方。
[Abstract]:Figurative rhetoric is the most common and widely used rhetorical method in Chinese rhetoric system. However, in the acquisition of figurative rhetoric, foreign students often have various types of errors, and these errors have a certain degree of nationalization. Therefore, starting with Chinese figurative rhetoric, this paper uses the method of questionnaire to investigate 63 Thai students from China who are taught in teaching practice, and classifies and ascribes errors. And put forward the corresponding suggestion to the Thai foreign student figurative rhetoric teaching. This paper is divided into six chapters: the first chapter, "introduction", mainly describes the reason of this paper, research status, research methods and related theoretical basis, play a leading role in the full text. The second chapter is a survey of the acquisition of figurative rhetoric by Thai students. The purpose, method and form of the questionnaire design, as well as the Chinese proficiency and survey methods of the subjects are described in the second chapter. The third chapter summarizes 52 valid questionnaires. According to the four basic elements of Chinese figurative sentences: Noumenon, metonymy and similarities, it summarizes five common types of errors in the acquisition of figurative rhetoric by Thai students. At the same time combined with the questionnaire topics targeted analysis. The fourth chapter aims at the five types of errors summarized above, which are attributed to learners' personal factors and external factors. The fifth chapter puts forward some thoughts and concrete suggestions on the figurative rhetoric teaching of Thai students from the three aspects of compiling teaching materials for Chinese as a foreign language, teachers' teaching and learners' learning. The sixth chapter summarizes the research results, and points out the limitations of this paper and the areas that need to be improved.
【學位授予單位】：天津師范大學
【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：2363389