摘 要

ABSTRACT……………………………………………………………………….………………..……… Ⅱ

1 引言………………………………………………………………………………………………………..1

1.1 本课题研究意义，目的，范围……………………………………………………………………..1

1.2 国内外同类课题研究现状………………………………………………………………………….2

1.3 本课题研究的方法和语料来源…………………………………………………………………….3

2 语言与文化………………………………………………………………………………….…………….4

2.1 文化的定义………………………………………………………………………….……………....4

2.2 对外汉语教学中的文化因素…………………………………………………….…………………4

3 偏误分析………………………………………………………………………………….………….……6

3.1 偏误及其主要来源…………………………………………………………….…………………..6

3.2 欧美留学生产生语用偏误的原因…………………………………………….……………….….6

3.2.1 价值观………………………………………………..……………………………………6

3.2.2 人际关系………………………………………………………………………...……..….8

3.2.3 民族习惯…………………………………………………………………………...…..….9

3.2.4 文化遗产………………………………………………………………………….……...10

4 加强文化教学的相关对策………………………………………………………………………………12

4.1 文化教学的原则………………………………………………………………………….………12

4.2 文化教学具体方法…………………………………………………………………….…………12

4.2.1 溯源法……………………………………………………………………………………12

4.2.2 比较法…………………………………………………………………………...……….14

4.2.3 情景法………………………...………………………………………………………….14

结论 ……………………………………………………………………………………………………......16

参考文献……………………………………...………………………………………………..…...………17

致谢 …………………………………………..…………………………………………………....………18

摘要

在对外汉语教学中，单纯地教授汉语四要素，并不能使汉语学习者得体地运用汉语进行交际。语言结构中所包含的表达方式,所透露出来的思维方式、情感方式、价值观念等,都影响着留学生用汉语与以汉语为母语的人进行有效的沟通，所以学语言不能不涉及文化。并且中国与其它国家尤其是西方国家在社会文化，思维方式等方面存在巨大的差异，因此欧美的留学生很容易因为中西文化差异在语言交际中产生偏误。一名对外汉语教师在汉语教学中要能够准确发现欧美留学生由于文化负迁移造成的语用偏误,能客观准确地分析出形成此类偏误的原因,并且有针对性地提出相关策略，以推动语用文化的教学。本文的研究重点针对欧美国家留学生在口语或者书面语中出现的语用偏误为对象进行研究。论文的第一章联系教学实际,重点论述文化教学的重要性以及语言和文化两者之间的关系;第二章结合当前汉语国际教育提出的问题,论述偏误的常见类型，由于文化差异引起的偏误的特点，以及欧美留学生常见的语用偏误，并重点分析其背后的中西文化差异。第三章针对文化教学提出相关的教学对策。本论文在独立搜集语料的基础上，广泛吸收了国内和国外有价值的相关研究成果,也提出了一些在对外汉语教学中语用文化教学方面的一些教学策略。

关键词：欧美留学生；文化差异；偏误分析；教学策略

ABSTRACT

In teaching Chinese as a foreign language, simply teaching four elements of Chinese can not make Chinese learners use Chinese properly. The way of expression contained in the language structure, the way of thinking, the way of emotion, and the values of values, all affect the effective communication between the Chinese and the people who are native to the Chinese language, so the language can not be involved in culture. And there are great differences between China and other countries, especially in western countries, in terms of social culture and way of thinking. Therefore, the foreign students in Europe and America are easily mistaken in language communication because of the cultural differences between Chinese and Western cultures. In teaching Chinese as a foreign language teacher, we should be able to accurately find the pragmatic errors caused by the negative cultural transfer of the European and American students, and can objectively and accurately analyze the reasons for the formation of such errors, and put forward relevant strategies to promote the teaching of pragmatic culture. This study focuses on pragmatic errors in spoken or written English by foreign students in Europe and America. The first chapter of the paper is related to the teaching practice, focusing on the importance of culture teaching and the relationship between language and culture. The second chapter discusses the common types of errors, and the characteristics of errors caused by cultural differences, and attach importance to the common pragmatic errors of the European and American students. This paper analyzes the cultural differences between China and the West behind them. The third chapter puts forward relevant teaching countermeasures for cultural teaching. On the basis of independent collection of corpus, this paper has widely absorbed the valuable research results from domestic and foreign countries, and also put forward some teaching strategies in the teaching of pragmatic culture in the teaching of Chinese as a foreign language.