俄罗斯中级阶段汉语学习者的成语学习情况调查分析

发布时间：2018-06-04 01:01

本文选题：俄罗斯学生 + 汉语成语　；参考：《山东师范大学》2013年硕士论文

【摘要】：随着中国与俄罗斯在经济、政治、文化、社会等领域交流的日益增强，学习汉语的俄罗斯人越来越多。但从目前俄罗斯汉语教学研究情况看，学者不够重视汉语成语教学研究。在对汉语成语的理解上还存在很多问题，主要体现在汉语成语的语义、语法、文化内涵的理解以及成语运用的方面。因此，本研究以俄罗斯学生为调查对象，分析其在学习和使用汉语成语方面的情况，并希望为他们找到教授汉语成语的有效教学方法。本研究在参考前人各种汉语成语教学理论的基础上，通过问卷调查的方式，在布理亚特国立大学和在乌兰乌德孔子学院进行了针对俄罗斯学生汉语成语学习情况的调查。调查结果表明：第一，对于俄罗斯学生来说，，掌握好和运用好成语是非常困难的。同时在汉语教学中成语教学占有非常重要的地位。第二，大多数俄罗斯老师在汉语教学过程中碰到成语时,很少对其进行详细讲解，因此许多俄罗斯学生对汉语成语的语义不明白，对成语也不感兴趣。第三，俄罗斯学生觉得理解成语难度较大，学习成语也比较枯燥，因此，为了减轻学习难度，有部分教师在授课过程中降低成语的讲授比重。第四，在俄语中能和汉语成语相对应的成语很少,所以，不仅是学生，俄罗斯老师也觉得汉语成语很难学,难使用,用得不对会起反作用。他们不鼓励学生使用汉语成语，甚至有些老师还提醒学生考试时,为避免犯错误应尽量规避成语使用。这样使得俄罗斯学生对汉语成语产生畏难且不敢使用的心理。在问卷调查结果分析的基础上，笔者提出了对俄罗斯汉语成语教学方法的建议。从语义理解、语法功能以及语用规则三个方面对俄罗斯学生的成语学习提出了具体的策略。希望这些分析与研究成果能够帮助俄罗斯学生更快地提高掌握和使用汉语成语的能力。
[Abstract]:With the increasing exchanges between China and Russia in economic, political, cultural and social fields, more and more Russians are learning Chinese. However, from the current situation of Russian Chinese teaching research, scholars pay less attention to Chinese idiom teaching research. There are still many problems in the understanding of Chinese idioms, which are mainly embodied in the semantic, grammatical, cultural connotations of Chinese idioms and the application of idioms. Therefore, this study takes Russian students as the research object, analyzes their learning and use of Chinese idioms, and hopes to find an effective teaching method for them to teach Chinese idioms. Based on the previous theories of Chinese idiom teaching, this study conducted a survey on the learning of Chinese idioms among Russian students at Briat State University and at the Confucius Institute in Ulan Ude by means of a questionnaire survey. The results show that: first, it is very difficult for Russian students to master and use idioms well. At the same time, idiom teaching plays a very important role in Chinese teaching. Second, most Russian teachers seldom explain idioms in detail when they encounter them in the process of Chinese teaching. Therefore, many Russian students do not understand the semantics of Chinese idioms, nor are they interested in idioms. Thirdly, Russian students find it difficult to understand idioms and learn idioms. Therefore, in order to reduce the learning difficulty, some teachers reduce the proportion of idiom teaching. Fourth, few idioms can correspond to Chinese idioms in Russian. Therefore, not only students, but also Russian teachers find Chinese idioms difficult to learn, difficult to use and counterproductive. They do not encourage students to use Chinese idioms, and some teachers even remind students to avoid making mistakes when using idioms. This makes Russian students afraid of Chinese idioms and dare not use the psychology. Based on the analysis of the results of the questionnaire, the author puts forward some suggestions on the teaching methods of Russian Chinese idioms. In this paper, specific strategies for idiom learning of Russian students are put forward from three aspects: semantic understanding, grammatical functions and pragmatic rules. It is hoped that these results will help Russian students improve their ability to master and use Chinese idioms more quickly.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】