跨文化交际视角下的对外汉语初中级教材研究

发布时间：2018-05-26 21:40

本文选题：对外汉语 + 跨文化现象　；参考：《苏州大学》2016年硕士论文

【摘要】：对外汉语教学作为一门第二语言教学,其根本目的是帮助学习者运用汉语进行有效的交际。语言作为文化的组成部分,一方面深受文化的影响,没有语言就不会有文化的存在；另一方面,语言作为文化的载体,包含并表现着丰富的文化内容。因而,这两者之间的密切关系,使得脱离文化的语言教学,不可能实现帮助学习者提升跨文化交际能力的教学目的。教材是对外汉语教学过程中的重要辅助文本,教材内容的正确取舍是教学活动正常开展的首要条件。通过对跨文化交际理论知识的梳理和再学习,可以发现文化冲突、文化依附以及跨文化交际能力是影响学习者学习汉语的主要理论依据；在新旧教材的比较之中发现,跨文化现象的取舍和运用与学生的日常生活、社会环境等有着密切联系。教材中跨文化现象的产生大致有礼貌用语、社会环境以及思维方式三方面,对外汉语教师需要以教材为依托,考虑跨文化现象的存在,帮助学生完成日常交际。初中级教材中的跨文化交际现象有语言与非语言交际两种形式,为确保跨文化交际的顺利进行,应根据等级划分教材中的语言交际项目,针对教材中非语言交际现象的缺失需要进一步的改进。课堂教学能够弥补教材中跨文化现象不足的缺陷,对于跨文化现象应包括通用性、实用性、对比性、趣味性等教学策略,并针对大纲有相应的调整,改进教材中不符合跨文化交际规则的问题,满足汉语学习者对文化教学的需求。在新时期全球化的当下,对外汉语教材层出不穷,编写符合汉语学习者的教材,引导学习者更加有效的学习汉语值得关注和思考。
[Abstract]:As a second language teaching, the basic purpose of teaching Chinese as a foreign language is to help learners to communicate effectively with Chinese. As a part of culture, on the one hand, language is deeply influenced by culture, without which there can be no culture; on the other hand, as a carrier of culture, language contains and expresses rich cultural content. Therefore, the close relationship between the two makes it impossible to achieve the purpose of helping learners to improve their intercultural communicative competence. Teaching material is an important auxiliary text in the process of teaching Chinese as a foreign language, and the correct choice of teaching material content is the primary condition for the normal development of teaching activities. By combing and re-learning the theoretical knowledge of intercultural communication, we can find that cultural conflict, cultural attachment and intercultural communicative competence are the main theoretical bases for learners to learn Chinese. The choice and use of cross-cultural phenomena are closely related to students' daily life and social environment. There are three aspects of cross-cultural phenomena in textbooks: politeness, social environment and mode of thinking. Teachers of Chinese as a foreign language need to consider the existence of cross-cultural phenomena in order to help students complete their daily communication. There are two forms of intercultural communication in junior and middle level textbooks. In order to ensure the smooth progress of intercultural communication, the language communication items in textbooks should be classified according to their grades. Further improvement is needed for the absence of non-verbal communication in the textbooks. Classroom teaching can make up for the deficiency of cross-cultural phenomenon in teaching materials. For cross-cultural phenomena, it should include teaching strategies such as versatility, practicability, contrast, interest and so on, and have corresponding adjustments to the syllabus. In order to meet the needs of Chinese learners in culture teaching, the problems of improving the teaching materials that do not conform to the cross-cultural communication rules are improved. In the new era of globalization, teaching materials for Chinese as a foreign language emerge in endlessly. It is worth paying attention to and thinking about how to compile textbooks that conform to Chinese learners and guide learners to learn Chinese more effectively.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

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