基于语块理论的初级汉语综合课教学设计

发布时间：2018-07-17 20:18

【摘要】：自然话语中有70%是靠“语言板块结构”实现的。这种板块结构兼具词汇和语法的特征,正如Lewis所说：“语言是由语法化的词汇组成,而不是由词汇化的语法组成”。语言交际更多地是使用大量储存在记忆系统里的语块,大多数交际所涉及的都是可预见的平常事。人们所使用的语言,尤其是那些固定表达的语言片段,大多是在重复别人或是自己曾使用过的,并非特别具有创造性。本族语者在自然语言中对语块的大量使用,正是交际时能够不假思索,十分流利且措辞准确的原因。从这里我们可以发现语言表达的关键在于语块的流利使用。陆俭明先生说过：“对外汉语教学总的指导思想是,怎样让一个从未学过汉语的留学生在最短的时间内能最好地学习掌握好汉语。”近几年对外汉语教学事业蓬勃发展,来中国学习汉语的外国人越来越多,但是我们经常可以看到,学习了很多年汉语的留学生掌握了大量的词汇和语法,却不能恰当地使用,不能够正确的搭配和连贯的表述。事实上,每种语言中都有基本的词汇,并且存在大量的同义词和近义词,大量的约定俗成的搭配,汉语更是如此。这使留学生在使用汉语表述时往往面临无数的选择。因此,对汉语中的语块进行研究,在对外汉语教学中是十分必要的。在对外汉语教学的过程中,如何让学生生成准确地道的语言,一直是值得探讨的问题。对外汉语学习者根据语法和词汇创造出来的语句虽然合理,但却不符合汉语的语感,并不是我们日常所使用的句子。语块理论的引入能够很好地帮我们解决这个问题,能够帮助学习者更流利,更地道,更得体的表达汉语意思。初级汉语综合课,作为一门主干课程,要求学生能够全面掌握听说读写各种单项技能,尤其要注意结构、语义、语用和文化的有机结合,这就要求老师不断探索更全面的教学方法,不能仅仅是简单地灌输和填鸭式教学。本文在研究国内外语块理论的基础上,发现在教学过程中,强化语块意识,能够帮助学生更地道更得体更流利地进行表达；通过对汉语综合课教学状况的研究,发现语块是一种将词汇和语法教学有机结合的很好的一个载体,在初级阶段尤其如此。在此基础之上,本文以语块理论为基础对初级汉语综合课进行教学设计,在教学实践中将汉语语块大致分为固定语语块,框架语块和搭配语块,将《汉语教程》第三册(上)中出现的各类语块进行汇总,并且探讨了语块教学的具体方法,最后以第六课《吃葡萄》为案例,在具体的教学过程中体现语块教学的具体方法。
[Abstract]:70% of natural discourse is realized by language plate structure. As Lewis put it, "language is composed of grammaticalized vocabulary, not lexical grammar". Language communication is more about the use of chunks stored in memory systems, most of which involve predictable commonness. Most of the language people use, especially the language fragments of a fixed expression, are duplicates of what others or themselves have used, and are not particularly creative. The extensive use of chunks in natural languages by native speakers is the reason why they can communicate without thinking fluently and accurately. From this we can find that the key to language expression lies in the fluent use of chunks. Mr Lu Jianming once said: "the general guiding principle of teaching Chinese as a foreign language is how to make a foreign student who has never learned Chinese learn the best way to master Chinese in the shortest possible time." In recent years, the cause of teaching Chinese as a foreign language has flourished, and more foreigners have come to China to learn Chinese. However, we can often see that foreign students who have learned Chinese for many years have mastered a great deal of vocabulary and grammar, but they cannot use them properly. Can not correctly collocation and coherent expression. In fact, there are basic words in every language, and there are a large number of synonyms and synonyms, and a large number of conventional collocations, especially in Chinese. This makes students often face numerous choices when using Chinese expressions. Therefore, it is necessary to study Chinese chunks in teaching Chinese as a foreign language. In the process of teaching Chinese as a foreign language, how to make students produce accurate language is always worth discussing. The sentences created by TCFL learners according to grammar and vocabulary are reasonable, but they do not accord with the sense of Chinese language and are not the sentences we use in our daily life. The introduction of lexical theory can help us solve this problem and help learners express their Chinese meaning more fluently, truly and appropriately. The primary Chinese comprehensive course, as a main course, requires students to master all kinds of individual skills of listening, speaking, reading and writing, especially paying attention to the organic combination of structure, semantics, pragmatics and culture. This requires teachers to explore more comprehensive teaching methods, not just simply instilling and cramming teaching. On the basis of studying the theory of foreign language chunks in China, this paper finds that in the process of teaching, strengthening the awareness of chunks can help students express themselves more appropriately and fluently. It is found that chunks are an organic combination of lexical and grammatical teaching, especially in the primary stage. On this basis, this paper designs the primary Chinese comprehensive course based on the theory of lexical chunks. In teaching practice, Chinese chunks are roughly divided into fixed chunks, frame chunks and collocation chunks. This paper summarizes all kinds of chunks appearing in the third book of Chinese course (the first part), and discusses the concrete methods of chunks teaching. Finally, taking the sixth lesson "eating Grape" as a case, the concrete methods of chunks teaching are embodied in the concrete teaching process.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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