中高级留学生学习汉语成语的偏误分析及教学策略

发布时间：2018-03-08 14:23

本文选题：中高级　切入点：成语　出处：《内蒙古师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：成语是汉语词汇中的一种特殊语言系统，是汉语词汇教学的重要组成部分，，也是汉语词汇教学的重点和难点。留学生在进入中高级阶段后开始接触汉语成语，并且在使用成语的过程中容易产生偏误。目前对外汉语成语偏误分析的研究还在发展阶段，重在研究偏误的类型、形成偏误的原因及矫正策略。本文主要研究的是中高级留学生学习汉语成语形成的偏误分析及产生偏误的原因和针对偏误提出的教学策略。本文主要分为五个部分。第一部分为绪论，主要阐述了本文的选题意义、研究现状及本文的研究思路和方法。第二部分为成语及中高级留学生习得成语的研究。成语是历史沿用或群众相传下来的意义丰富具有浓重书面色彩的固定短语。成语的基本特征主要有：历史的习用性、意义的整体性、结构的凝固性和民族性。并对中高级留学生习得成语的来源进行分析和总结。第三部分为中高级留学生学习成语偏误及原因分析。中高级留学生学习汉语成语产生偏误类型主要有语法、语义和语体类偏误。语法偏误包括语法功能不明确、宾语的使用不明确、受程度副词的修饰不明确及结构助词不明确；语义偏误主要包括不明语义、不明引申义引喻义、语义的偏离误解、语义褒贬使用不当及语义重复和矛盾；语体偏误主要包括使用对象不当、交际语境不当和敬谦辞使用不当。并指出偏误产生的主要原因是：不同思维方式和不同的文化内涵。第四部分为解决中高级留学生成语学习偏误的教学策略。解决语法偏误的策略有：成语结构分析的教学策略；解决语义偏误的策略有：语素讲解、近义词辨析和讲故事；解决语体偏误的教学策略有：语境教学和中外习俗对比。最为重要的是在避免偏误的过程中要注意文化导入的作用。成语中蕴含着丰富的中国传统文化，为更好地帮助学生理解和运用成语，要对成语中的文化意义进行阐述，分别从与物质文化相关的动植物成语、与民族文化相关的中国传统节日中的成语、与制度文化相关的社会礼仪和风俗习惯中的成语来进行阐释。最后部分是结语，是对本文主要研究内容进行的概括和总结，并指出在对外汉语成语研究过程中仍然存在的问题和不足。本文是对中高级留学生汉语成语的偏误分析和教学策略的初探，希望在以后能够更深入地研究对外汉语成语教学。
[Abstract]:Idiom is a special language system in Chinese vocabulary, it is an important part of Chinese vocabulary teaching, it is also the key and difficult point of Chinese vocabulary teaching. And it is easy to produce errors in the process of using idioms. At present, the research of idiom bias analysis in TCFL is still in the developing stage, and the emphasis is on the types of errors. This paper focuses on the analysis of the errors in the learning of Chinese idioms and the causes of the errors and the teaching strategies for the errors. This paper is divided into five parts. The first part is the introduction, mainly describes the significance of this topic, research status and research ideas and methods. The second part is the study of idioms and idioms learned by middle and senior students. Idioms are fixed phrases with rich meanings in history or handed down by the masses. The basic features of idioms are: historical idioms. The integrity of meaning, the solidification of structure and nationality, and the analysis and summary of the source of idiom acquisition by middle and advanced foreign students. The third part is the analysis of idiom errors and their causes. The main types of errors in learning Chinese idioms are grammar, semantic and stylistic errors. Grammatical errors include unclear grammatical functions. The use of object is not clear, the modification of degree adverb is not clear and the structure auxiliary word is not clear, the semantic bias mainly includes unknown semantic meaning, unspecified quotation meaning, semantic deviation and misunderstanding, improper use of semantic praise and derogation, and semantic repetition and contradiction. The errors mainly include improper use of objects, improper communication context and improper use of honorific words, and point out that the main causes of errors are: different modes of thinking and different cultural connotations. The 4th part is about the teaching strategies of idiom learning errors for middle and advanced foreign students. The strategies for solving grammatical errors are as follows: the teaching strategies of idiom structure analysis, the strategies of solving semantic errors, the explanation of morpheme, the discrimination of synonyms and the telling of stories; The teaching strategies to solve the errors are as follows: contextual teaching and the comparison between Chinese and foreign customs. The most important thing is to pay attention to the role of cultural introduction in the process of avoiding errors. The idioms contain rich Chinese traditional culture. In order to help students better understand and use idioms, we should explain the cultural meaning of idioms, from animal and plant idioms related to material culture, idioms from traditional Chinese festivals related to national culture. The idioms in social etiquette and customs related to institutional culture are explained. The last part is the conclusion, which is the summary and summary of the main research contents of this paper. The author also points out the problems and shortcomings in the study of Chinese idioms as a foreign language. This paper is a preliminary study of the errors and teaching strategies of Chinese idioms for middle and advanced foreign students, hoping to further study the teaching of Chinese idioms as a foreign language in the future.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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