汉英称谓词在语义迁移下的对比与习得研究

发布时间：2018-11-23 12:03

【摘要】：称谓词作为交际的先导、语言的重要组成部分,近年来成为社会语言学和文化语言学的重要研究课题。称谓词紧密联系语言和社会，汉英称谓词各有特点。在折射交际中人际关系的同时，还反映不同的民族心理和价值观念，某种程度上是历史进程中社会发展的文化印记。当前大多学者主要从语言本体上对汉英称谓词进行分类和功能分析，取得了一些可喜成果。但从中可以发现，对汉英称谓词内涵意义的差异以及造成其差异的深层原因分析明显不足，还有待深入。母语在外语学习过程中影响重大，外语学习中语言迁移现象是客观存在的。不难发现，习得者称谓词误用的主要原因是对母语语义文化依赖过重，负迁移较多。称谓词有独特的语用特征和文化特色，在跨文化交际中仅具备基本的语言能力是不够的，还应当掌握必要的社会交际能力。本文用语言迁移理论对汉英称谓词内涵意义进行对比分析，对其差异深层原因的分析能更好地帮助第二语言中汉英称谓词的教学和习得。因此本研究结合拉多的迁移理论，在分析汉英称谓词的内涵意义及其深层文化原因的基础上，研究母语语义迁移下的汉英称谓语教学与习得。一定程度上弥补汉英称谓词差异的深层原因分析的不足，建议性地指导汉英称谓词的二语教学，促进跨文化交际中的语用和谐。全文共分七章：第一章为绪论。该章阐述了本研究的提出背景、目的意义、文献综述、研究方法和章节安排。第二章为理论框架。本章分析了Lado的迁移理论、Krashen二语习得的输入假设理论和认知法外语教学法，为后文的论述提供了理论基础。第三章为称谓词本体研究。介绍了称谓词的定义、分类、特征、功能和使用原则。第四章为汉英称谓词的对比研究。从汉英称谓系统中的亲属称谓、非亲属称谓和社会称谓三个方面对汉英称谓词进行深入的对比分析。第五章探析了汉英称谓词差异的深层原因。其原因有社会环境、文化传统、思维方式、价值观念、权势关系和宗法制度。第六章为称谓词的二语教学与习得研究。结合具体的称谓词教学实践，遵循二语习得规律，结合学习者个体因素，，创造二语习得环境，优化二语教学方法，加强实践积极运用，促进称谓词习得的正迁移。第七章为结论。本章对全篇的研究结果和不足之处做了总结。
[Abstract]:As the forerunner of communication and an important part of language, appellation has become an important research topic in sociolinguistics and cultural linguistics in recent years. Appellation terms are closely related to language and society, and Chinese and English appellations have their own characteristics. At the same time, it also reflects different national psychology and values, which to some extent is the cultural imprint of social development in the course of history. At present, most scholars classify and analyze the Chinese and English appellations mainly from the linguistic ontology, and some gratifying results have been obtained. However, it can be found that the differences in connotation and meaning of Chinese and English appellations, as well as the deep causes of the differences, are obviously inadequate and need to be further explored. Mother tongue plays an important role in the process of foreign language learning, and the phenomenon of language transfer exists objectively in foreign language learning. It is not difficult to find that the main reason for the misuse of appellation words is that they rely too heavily on the native language semantic culture and have more negative transfer. Appellation terms have unique pragmatic and cultural characteristics. It is not enough to have basic language competence in cross-cultural communication, and it is necessary to master the necessary social communicative competence. This paper makes a contrastive analysis of the connotative meaning of Chinese and English appellations with the theory of language transfer. The analysis of the deep reasons for the differences can help the teaching and acquisition of Chinese and English appellations in the second language better. Therefore, based on the analysis of the connotative meaning of Chinese and English appellations and their deep cultural reasons, this study studies the teaching and acquisition of Chinese and English appellations under the semantic transfer of mother tongue. To a certain extent, this paper makes up for the deficiency of the deep reason analysis of the difference between Chinese and English appellations, and suggests guiding the second language teaching of Chinese and English appellations to promote pragmatic harmony in cross-cultural communication. The full text is divided into seven chapters: the first chapter is an introduction. This chapter describes the background, significance, literature review, research methods and chapter arrangements. The second chapter is the theoretical framework. This chapter analyzes Lado's transfer theory, Krashen's input hypothesis theory and cognitive foreign language teaching method, which provides a theoretical basis for the later discussion. The third chapter is the Noumenon of address words. This paper introduces the definition, classification, features, functions and usage principles of appellation words. The fourth chapter is a comparative study of Chinese and English appellations. This paper makes a deep comparative analysis of Chinese and English appellations from the three aspects of kinship appellation, non-kinship appellation and social appellation. The fifth chapter explores the deep reasons for the differences between Chinese and English appellations. The reasons are social environment, cultural tradition, mode of thinking, values, power and patriarchal system. Chapter six deals with the second language teaching and acquisition of address terms. Combining with the specific teaching practice of address words, following the law of second language acquisition, combining individual factors of learners, creating the environment of second language acquisition, optimizing the teaching method of second language, strengthening the positive application of practice, promoting the positive transfer of the acquisition of address words. Chapter seven is the conclusion. This chapter summarizes the results and shortcomings of the whole study.
【学位授予单位】：湖北师范学院
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H136;H313

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