对外汉语教学中“批评”功能项目教学研究

发布时间：2018-06-16 04:52

本文选题：对外汉语教学 + 功能项目　；参考：《华中师范大学》2012年硕士论文

【摘要】：在语言教学界存在着一种“功能派”,主张以功能为纲进行教学。在实际交际过程中,讲话者和听话者在交际中都同时扮演两个角色：发话者同时也是交际者；受话者同时也是阐释者。在对外汉语教学课堂中,任何交际活动的成功都主要决定于参与者如何观察情景语境,如何通过他们语言和非语言行为来改变它。我们学习一门外语,一般来说其最终目的是为了交际使用,因此对外汉语的教学也是要符合这一宗旨的。如何能够更有效的达成这一目的呢?这就需要对外汉语教学者不断的探索更加实用的教学方法,分类归纳无疑可以提高教学和学习的效率,而功能项目正是分类归纳的结果。因此我们可以看到以“功能项目”来进行对外汉语教学和学习符合教学者和学习者双方的需求和利益,但以“功能项目”为纲进行教学编排的研究少之又少,相关文章也乏善可陈。本文选取汉语的“批评”功能项目为重点研究对象,将《高等学校外国留学生汉语言专业教学大纲(长期进修)》这本书中所罗列的16种“批评”功能项目的表达方式进行补充并分为五大类进行研究,分类主要依据的是各种功能项目所表达的语气及程度。本文主要运用“结构——功能——文化”三者相结合的办法进行考察分析,重点从语用方面对其进行考察。“批评”在所有文化中都表达的是一种评论、评判,指出所认为的缺点和错误或者对缺点和错误所提出的意见。中英文语境中面对批评一般都会采取并比较折中的方式以保全大家的面子,譬如通过间接的批评或者是避免使用第二人称“你”来使语气显得委婉,但相对而言英文的表达仍然更直接。英法背景的人使用批评的态度主要依据事情的严重程度而定,如果事态严重对朋友有时也会采用严厉的批评,不像中国首先考虑的是对方与自己关系的亲疏。中国自古以来就是一个含蓄而委婉的民族,而以英语为母语的学习者大多接受的是比较直接教育方式,由于文化的差异,如何让他们恰当的选择批评的方式及语言以保全大家的“面子”,不至于使话语显得太尴尬而无法进行或者损伤说话人及听话者的感情,融入到中国的传统既定文化中,减少跨文化交际中偏误出现的频率,完善和提高对外汉语“批评”功能项目的教学,提出一些建设性的意见。
[Abstract]:There is a "functional school" in the field of language teaching, which advocates teaching on the basis of function. In the process of actual communication, both the speaker and the listener play two roles: the speaker is also the communicator; the addressee is also the interpreter. In TCFL, the success of any communicative activity depends on how the participants observe the situational context and change it through their linguistic and nonverbal behaviors. The ultimate purpose of learning a foreign language is to communicate, so the teaching of Chinese as a foreign language should be in accordance with this purpose. How can this be done more effectively? Therefore, it is necessary for TCFL teachers to explore more practical teaching methods. Classification and induction can undoubtedly improve the efficiency of teaching and learning, and functional items are the result of classification and induction. Therefore, we can see that teaching and learning Chinese as a foreign language by "functional items" meets the needs and interests of both the teacher and the learner, but there are very few studies on teaching arrangement based on the "functional items". Relevant articles are also lacking. This article chooses the Chinese "critical" function item as the key research object, This paper supplements the 16 kinds of "critical" functional items listed in the syllabus of Chinese language majors (long term study) for foreign students in colleges and universities, and divides them into five categories for study. Classification is mainly based on the tone and degree expressed by various functional items. This paper mainly uses the method of "structure-function-culture" to investigate and analyze it, focusing on pragmatics. "criticism" in all cultures is a kind of comment, judgment, pointing to what is considered to be a defect and a mistake or an opinion on a defect or a mistake. In both English and Chinese contexts, criticism is generally faced with a compromise to save everyone's face, for example, by indirect criticism or by avoiding the use of a second person to say "you" to make the tone appear euphemistic. But the expression of English is still more direct. The use of criticism by people from British and French backgrounds depends largely on the seriousness of the matter, and sometimes severe criticism of friends if the situation is serious, unlike in China, where the first consideration is the closeness of the other party's relationship with itself. China has been an implicit and euphemistic nation since ancient times, and most native English-speaking learners accept more direct education, due to cultural differences. How to make them choose the right way of criticism and language so as to save everyone's "face", so as not to make the words appear too awkward to carry out or damage the feelings of the speaker and the hearer, and integrate into the Chinese traditional established culture. To reduce the frequency of errors in cross-cultural communication, to perfect and improve the teaching of "critical" functional items in TCFL, and to put forward some constructive suggestions.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】