汉英思维对比在对外汉语课文化教学中的应用

发布时间：2018-01-20 15:57

本文关键词： 汉英对比对外汉语教学思维文化　出处：《复旦大学》2009年硕士论文　论文类型：学位论文

【摘要】： 随着我国经济的快速发展,越来越多的外国人投身于汉语学习中,这种前所未有的发展趋势对对外汉语教育事业来说既是机遇又是挑战。通过对外汉语教学让外国人理解、认同中国文化对中国今后的发展大有裨益,但怎样才能做到呢? 从国内外的教学实践来看,科学的对比分析能使教师对自己从事的语言教学内容理解得更深刻、更全面,从而能准确地确定教学重点、难点,提高教学的预见性、针对性、有效性。对语言学习者来说,即便教师在课堂教学中没有提及语言对比的内容,学生自己往往也会将母语与汉语进行比较,由于缺乏比较的方式、方法,看问题不够全面等种种不利因素,学生的比较往往流于表面的形式。所以,在课堂上适度地将汉语与母语进行对比分析不仅能够凸显汉语的特点,更能发挥成年人的思维优势和母语能力的作用,有利于第二语言课堂教学。从目前的情况来看,英语已成为“国际语”,大部分二语学习者多多少少都能或使用英语进行交流,大多教师在课堂上使用的媒介语也是英语,基于这样的事实,汉英对比分析不仅具有可操作性,还具有示范性,某些二语学习者即使不熟悉英语,也可以仿照汉英对比的思路来进行汉语与母语的对比。以往的汉英对比研究中,比较重视语言形式和结构的上的对比,如某一词类的对比、某一句子成分的对比、某一结构形式的对比,等等。这样的对比虽然可以找出这两种语言的特点及其异同,但是对两种语言的思维特点的对比研究比较少,解释不了功能和意义方面表达的错误,也就解释不了语言表达的得体性方面的错误。语言的功能、意义以及得体性与表达方式是一致的,是与各民族的思维方法有直接联系的。真正有价值的汉英对比研究,应该从语义出发,研究对语言交际起规约作用的“隐含在语言系统中的反映一个民族的心理状态、价值观念、生活方式、思维方式、道德标准、风俗习惯、审美情趣等等的一种特殊的文化因素”,它“主要体现在语言的词汇系统、语法系统和语言系统中。”本文将这种语言中的“交际文化”划分为语义文化、语构文化和语用文化三部分,并从不同民族的不同思维方式出发,通过实例,介绍怎样在词汇教学中体现词在汉英语言中不同的语义文化,在语法教学中从认知语言学的角度对比汉英语不同的语构文化,在语言的意念——功能教学中对比落实汉语不同于英语的语用文化。对比分析重视语言的形式,排斥其他非语言因素,甚至否认意义是语言研究的内容,所以,它不能对汉语学习者在意义、功能方面的错误,以及得体性方面的错误作出解释。将文化教学(包括语义文化、语构文化、语用文化)贯穿于对外汉语课堂教学能有效地弥补对比分析在这方面的缺失,两者相辅相成,另外文化因素的导入或融入使得对外汉语课堂更生动更能吸引汉语学习者,帮助他们掌握好汉语。
[Abstract]:With the rapid development of China's economy, more and more foreigners engaged in Chinese learning, the development trend of the hitherto unknown foreign language education is both an opportunity and a challenge. Through foreign language teaching for foreigners to understand identity China culture on the development of the China be of great advantage, but how can we do?
From the teaching practice at home and abroad, scientific comparative analysis enables teachers to understand their language teaching content more profound, more comprehensive, difficult to accurately determine the focus of teaching, improve teaching, predictability, pertinence, effectiveness. For language learners, teachers do not even mention language comparison the contents in the classroom teaching, students often compare the language and Chinese, because of the lack of the way, method, look at the issue is not comprehensive comparison of various unfavorable factors, students often become a mere formality surface. So, in the classroom will be moderate compared with the native language can not only highlight the Chinese the characteristics of adults can play the advantages and the role of mother tongue thinking ability, is conducive to second language teaching.
From the current situation, English has become an international language, more or less most two language learners can communicate in English or, most teachers use in the classroom language is English, based on the fact that comparative analysis of Chinese and English is not only practical, also has a demonstration, some two language learners even if not familiar with English, contrast can also increase the contrast between Chinese and English thinking to Chinese and native language.
A contrastive study of Chinese and English in the past, compared to the contrast of language form and the structure, such as a comparative lexical category, a comparative sentence, a structure comparison, and so on. Although such characteristics and similarities and differences can be found compared these two languages, but is a comparative study of the characteristics of the two thinking the language is relatively small, the expression can not explain the function and significance of the mistake, it's not wrong interpretation of appropriateness of language expression. The function of language, meaning and appropriateness and expression is the same, there is a direct contact with the thinking method of each nation.
A comparative study of the real value, should from the semantic viewpoint, study on language communication protocol of "implied in the language system to reflect the psychological state of a nation, values, lifestyles, ways of thinking, moral standards, customs and habits, a kind of special cultural factors" of aesthetic sentiment, it "is mainly reflected in the language vocabulary, grammar and language system system." the language of "communication culture" is divided into semantic culture, language structure culture and pragmatic culture in three parts, and from different ethnic groups with different mode of thinking, through the example, introduce how to reflect the semantics in vocabulary teaching the cultural differences in English and Chinese, in the grammar teaching from the perspective of cognitive linguistics and comparative study of Chinese and English culture in different language structure, language function in the teaching intention, implement different contrast Chinese Yu Ying The pragmatic culture of language.
Compared to pay attention to the language form, the exclusion of other non linguistic factors, or even deny the significance is the language research content, so it can not be on the Chinese learners in the meaning, function of error and error of the appropriateness of the explanation. The culture teaching (including language culture, language structure culture and pragmatic culture throughout) in the foreign language classroom teaching can effectively compensate for the lack of analysis, in the comparison of the two complement each other, another culture or into making foreign language classroom more vivid and more attractive to Chinese learners, help them to master the Chinese language.

【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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