对外汉语教学中的多义短语教学研究毕业论文_汉语言文学毕业论文

对外汉语教学中的多义短语教学研究毕业论文

2021-04-02更新

摘 要

ABSTRACT 2

1 引言 1

2 多义短语与歧义现象的定义与产生原因 3

2.1 多义短语与歧义现象的定义 3

2.2 多义短语与歧义现象的产生原因 3

3 对外汉语教学过程中常见多义短语的类型 4

3.1 语音歧义 4

3.1.1 由停顿方式引起的歧义 4

3.1.2 由轻重音引起的歧义 5

3.1.3 由同音字词引起的歧义 6

3.1.4 由多音字词引起的歧义 6

3.2 语义歧义 7

3.2.1 由多义字词引起的歧义 7

3.2.2 由词的兼类引起的歧义 8

3.2.3 由词的缩略引起的歧义 8

3.3 语法歧义 9

3.3.1 句法层面 9

3.3.2 语义层面 11

3.4 语用歧义 12

3.4.1 语境不同引起的歧义 12

3.4.2 省略引起的歧义 12

3.4.3 社会文化背景不同引起的歧义 13

4 对外汉语教学中多义短语的教学研究 14

4.1 对外汉语教学中多义短语的教学现状 14

4.2 教学策略 14

4.2.1 听说法 14

4.2.2 改句法 15

4.2.3 语境法 15

4.2.4 结合中国文化知识 16

4.3 教学建议 16

4.3.1 对教师的要求 17

4.3.2 教材编写的实用性和针对性 17

结 论 18

致 谢 19

参考文献 20

摘要

在对外汉语教学的过程中,外国留学生经常在遇到多义短语时产生一些误解或者曲解的情况,这就是因为多义短语本身存在的歧义现象。形成多义结构的主要原因是语言结构有限而意义无穷,用有限的结构表达无穷的意义就不能不产生一个语言结构表达多种意义的现象。本文分为三个部分:引言、正文和结论。引言部分主要概述了多义短语的歧义现象在国内外的研究概况以及在对外汉语教学中取得的研究成果,并且提出了在教学方面创新和突破的相关建议。第二章主要讲述了多义短语与歧义现象的定义与和它们所产生的原因,分别根据外因和内因进行详细的概述。第三章利用对外汉语教学中的相关语料,从语音(停顿方式、轻重音、同音字词、多音字词)、语义(多音词、兼类词、缩略词)、语法(句法层面、语义层面)、语用(语境、省略、社会文化背景)这些方面对多义短语的各个类型进行详述,并用一些典例反映各个类型在对外汉语教学中的歧义状况。第四章主要是一些教学研究,包括多义短语在对外汉语教学上的教学现状,据此提出了一些相关的教学策略以及教学建议。结论部分,总结概括本篇论文的主要内容。

关键词:对外汉语教学;多义短语;歧义现象;教学策略

ABSTRACT

In the course of teaching Chinese as a foreign language, foreign students often produce misunderstandings or misinterpretation when they encounter polysemous phrases, which is due to the ambiguity of the polysemous phrase itself. The main reason is that the structure of language is limited and the meaning is infinite. The expression of infinite meaning by a limited structure can not produce a phenomenon of expressing a variety of meanings.This article is divided into three parts: introduction, text and conclusion.The introduction mainly summarizes the research situation of the ambiguity phenomenon of polysemous phrases at home and abroad as well as the achievements in the teaching of Chinese as a foreign language, and puts forward some suggestions on the innovation and breakthrough in the teaching.The second chapter mainly describes the definition and the causes of polysemy phrases and ambiguity, and makes a detailed summary based on external causes and internal causes respectively.The third chapter makes use of the related corpus in teaching Chinese as a foreign language, from Phonetics (pause, light stress, homophone, polyphony), semantic (polyphony, concurrently words, abbreviations), grammar (syntactic level, semantic level), pragmatics (context, ellipsis, social cultural background) and other aspects of polysemous phrases. Types are described in detail, and some examples are used to illustrate the ambiguity of various types in teaching Chinese as a foreign language.The fourth chapter is mainly about some teaching research, including the teaching status of polysemous phrases in teaching Chinese as a foreign language. Accordingly, some related teaching strategies and teaching suggestions are put forward.The conclusion summarizes the main contents of this paper.

Key words:teaching Chinese as a foreign language;polysemous phrase;ambiguity;teaching strategy

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