中高级阶段对外汉语国俗语义教学调查研究

【作者】 曾伟英；

【导师】 高廉平；

【作者基本信息】 西南大学 ， 语言学及应用语言学， 2011， 硕士

【摘要】 一个民族的语言反映着该民族的文化特征,承载着该民族深厚的文化内涵。作为第二语言教学的对外汉语教学担负着文化传播的使命,其最终目标是培养外国留学生运用汉语进行跨文化交际的能力。这门学科的性质特点就决定了在进行汉语言本体教学的同时,必须在语言教学范围内连带进行与之相关的文化因素教学。词汇是语言系统中文化负载量最大的部分,词汇教学是对外汉语教学的重点,而对于带有浓厚文化色彩的国俗词语及其国俗语义的教学则应该在应用有关文化理论的前提下,成为词汇教学研究的重中之重,尤其是中高级阶段更应该注重加强国俗语义教学。而根据对中高级汉语水平留学生对汉语国俗词语的习得情况、对外汉语综合课教材收录国俗词语的情况、国俗语义课堂教学的情况进行的调查分析可知,当前对外汉语国俗语义教学现状不容乐观,存在诸多不足之处：(1)作为教学效果终端反馈,外国留学生对汉语国俗词语的理解普遍存在偏差；因为对汉语国俗词语的国俗语义不了解,或了解不够深入,甚至完全不知,他们在实际交际中对国俗词语的理解有障碍,对国俗词语的使用率也几乎为零。(2)对外汉语综合课教材中虽收录了部分国俗词语,但其中绝大部分词语出现在教材中的意义几乎都取其概念意义,涉及其国俗语义的内容很少;即使涉及到国俗语义内容,综合课教材中对国俗词语的翻译处理也存在缺陷,往往仅从字面直译,并未把深层次的文化含义凸显出来;而且课后练习中对国俗词语的复习巩固程度也不够。(3)由于目前对外汉语国俗语义教学还没有受到充分重视,教学大纲也未对其作明确具体要求,多数综合课教材收录国俗语义的内容有限,导致国俗词语教学几乎无椐可依,教师在进行国俗语义课堂教学时随意性较大,没有注重系统性教学,教学内容显得孤立、零散。鉴于对上述调查结果的分析,本文在已有丰硕研究成果的基础上,结合词汇学、对比语言学、文化语言学、跨文化交际学等相关学科理论,在建议确立国俗语义教学在对外汉语教学中的重要地位的同时,从改进教材编写、改善实际教学方法等方面,探讨归纳国俗词语教学的对策和方法,并提出相应的初步教学建议：(1)针对教材中对国俗词语的翻译存在缺陷的问题,举隅说明如何尽量做到到位、完善地传达出其深层文化内涵；同时讨论在编写教材时,国俗词语内容应适时更新,关于国俗词语的课后练习也有待于加强。(2)在进行国俗语义教学时,要注重层次性教学,包括区分学习者的汉语水平与母语文化背景层次和区分国俗词语习得难易程度的等级层次；教授国俗词语时可以采用多种教学方法：比如结合语境讲解国俗语义,国俗语义对比教学,设置情景展开专题讨论,运用多媒体进行视听教学,通过传统节日、民俗及平时阅读、实践等拓展学生的文化视野等。希望通过此次调查研究探讨出的教学建议能为以后的对外汉语国俗语义教学实践提供一定的有价值的参考。更多还原

【Abstract】 The language of a nation reflects its cultural characteristics and rich connotation. Teaching Chinese as a second language takes the mission of cultural spread, with its ultimate aim to cultivate the foreign students’cross-cultural communication ability. It is important in the process of teaching Chinese to cover the relevant cultural factors in the field of language teaching.Vocabulary is the most heavily-loaded part in language system and its teaching has been the key point in teaching Chinese as a second language. National Cultural Words with cultural colors and its teaching should become vital in research with relevent cultural theories, especially during intermediate and advanced level. However, according to the research on foreign students’ acquisition to National Cultural Words, and the coverage of National Cultural Words in textbooks, and the teaching process of National Cultural Words, the present teaching is far from satisfactory. The shortcomings are as follows:(1) From the feedback, foreign students’ understanding of National Cultural Words varies a lot from the accurate meaning. Because they hardly have a good knowledge of National Cultural Connotation, even no idea about it at all, it is not surprising that they have difficulty in learning. That’s why they seldom use these words in daily communication.(2) Although the textbook covers part of the National Cultural Words, but in most cases only the conceptional meaning is reflected while the profound connotation is neglected. Even when it is mentioned, there are misunderstandings in translation. They are more often than not literally translated without revealing its deep cultural items. Moreover, the after-class exercise is not enough for practice.(3) Not enough attention has been paid to the teaching of National Cultural Words. The syllabus has not specified the requirements yet. Due to the limited content of National Cultural Words in textbook, the teachers are doing rather random in class without system, which makes the teaching scattered.Based on the findings and the previous achievements, the author made a smooth combination of lexicology, comparative linguistics, cultural linguistics, and cross-cultural communications and thus recommends restating the status of the teaching of the National Cultural Words in teaching Chinese as a foreign language. The following suggestions will be made from the perspective of revising the textbook and improving the teaching methods.(1) Focusing on the translation problems, the author will present examples to illustrate how to convey the deep cultural connotation of National Cultural Words. Discussion will be made on how to update the existing contents in textbook editing and how to perfect the after-class exercise.(2) During the process of teaching, it is important to emphasize the levels, including the learners’Chinese and native language background level, and the level of National Cultural Words itself. Various teaching methods will be introduced:combining context when explaining the meaning of the National Cultural Words, comparative teaching, and discussion on specific situations. Also multimedia and videos will be a great help. The author strongly believes that students’horizon will be broadened through the elaboration of traditional festivals and custom. Students will be guided to do more reading and practice.The author does hope this investigation will contribute to the future teaching of National Cultural Connotation.更多还原