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  本文關(guān)鍵詞： 成語 成語教學(xué) HSK 成語偏誤　出處：《遼寧師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：伴隨著中國日益增長的政治地位和經(jīng)濟(jì)實(shí)力，漢語作為一種重要的交流手段，受到了國內(nèi)外的廣泛關(guān)注。成語，是漢語表達(dá)形式的閃光點(diǎn)之一，其言簡意賅，體現(xiàn)了中華民族智慧的一面，大量的漢語學(xué)習(xí)者對成語產(chǎn)生了濃厚的興趣，然而對于學(xué)習(xí)漢語的外國人來說，成語卻難以掌握。近年來，有關(guān)對外漢語成語教學(xué)的研究大多集中在漢外文化對比上，這樣的研究成果缺乏對實(shí)際教學(xué)的指導(dǎo)意義。通過調(diào)查研究發(fā)現(xiàn)，漢語學(xué)習(xí)者使用成語或者說接觸到成語的階段一般是高級階段，其中以參加HSK六級的考生對成語的學(xué)習(xí)欲望最強(qiáng)烈。在新HSK六級考試當(dāng)中，出現(xiàn)了越來越多的成語。本文通過對2011年五個月份的考試真題進(jìn)行統(tǒng)計分析，總結(jié)出成語在新HSK六級考試中的地位、出題點(diǎn)、并結(jié)合成語的偏誤分析給出成語教學(xué)的對策。希望能夠給參加HSK六級考試的學(xué)生一個實(shí)際的幫助。因此，研究新HSK（六級）考試中的成語教學(xué)是有實(shí)踐意義的。 本文共分為六章。 第一章是引言。這一章主要介紹了本文的選題背景、選題目的和選題意義，并闡述了研究的理論基礎(chǔ)，最后介紹了本文的研究方法以及寫作思路與本文基本框架。 第二章是文獻(xiàn)綜述。本文從本體和對外漢語兩個研究方向梳理并總結(jié)了前人關(guān)于成語研究的相關(guān)成果。本體方向上主要介紹了成語的本體研究成果，包括成語的來源與性質(zhì)特點(diǎn)。對外漢語中的成語研究主要介紹了《漢語水平詞匯和漢字等級大綱》中的成語考察，以及對外漢語教學(xué)中的成語偏誤研究與教學(xué)方法的研究。 第三章是新HSK六級中的成語考察。本章包括兩個統(tǒng)計調(diào)查。一個是新HSK六級中的成語統(tǒng)計調(diào)查，我們將《新漢語水平考試大綱HSK六級》中的成語做了統(tǒng)計分析，將其中的成語制成圖表，便于研究。二是新HSK六級真題試卷分析。這一節(jié)我們對H61113-H61117五套六級真題試卷進(jìn)行統(tǒng)計分析。本文將五套真題中出現(xiàn)的所有成語以及相關(guān)試題抽取出來，并對出現(xiàn)的成語以及試題做了相關(guān)的統(tǒng)計分析。得出在新HSK試卷中，成語有關(guān)的試題主要出現(xiàn)在閱讀中。閱讀一中的成語基本上都是超綱成語。閱讀二中出現(xiàn)的成語大都是新六級大綱詞匯中的成語，，閱讀三種出現(xiàn)的成語大綱中的成語與超綱成語比例差不多。在新HSK六級的試題中出現(xiàn)的成語，不同題型正誤率不同。 第四章是新HSK六級中成語的偏誤統(tǒng)計分析。這一章包括《新漢語水平考試大綱HSK六級》詞匯表范圍內(nèi)成語的偏誤統(tǒng)計和分析。在這一章中我們從我們制得的《新HSK六級成語詞匯表》中抽取成語進(jìn)行偏誤分析。我們成語將出現(xiàn)的偏誤分為三大種，即語義、語法、語用三類，并將這三類化為小類，逐一進(jìn)行偏誤分析。根據(jù)成語使用的偏誤，我們總結(jié)出成語偏誤產(chǎn)生的原因。 第五章是對外漢語中成語的教學(xué)策略。在這里提出三個教學(xué)策略：一為抓住成語特點(diǎn)，分門別類教授；二為清除理解障礙，重視成語意義；三為提高運(yùn)用能力，加強(qiáng)成語句法及語用功能教學(xué)。本章節(jié)著重介紹了關(guān)于成語教學(xué)中的句法及語用功能的教學(xué)策略。以期能夠給成語教學(xué)提供有效的教學(xué)方法。 第六章是結(jié)語。在結(jié)語部分我們重新概括了一下本文的研究結(jié)果，并對本文的創(chuàng)新之處作以介紹，同時也指出本文的不足之處。
[Abstract]:Along with the political status and economic strength Chinese growing, Chinese as an important means of communication, has attracted wide attention both at home and abroad. Idioms is one form of the flash point of Chinese expression, its concise and comprehensive, embodies the wisdom of the Chinese side, a large number of Chinese learners interested in idioms, however for foreign learners of Chinese idioms, but difficult to master. In recent years, the research on the teaching of Chinese idioms are mostly concentrated in the Chinese and foreign cultural contrast, this research is lack of practical teaching significance. Through the investigation found that the Chinese learners use idioms or come into contact with the stage of general idioms is the advanced stage, which in HSK level six candidates on the idiom learning desire most strongly. In the new HSK six grade exams, there are more and more in this paper through the 20 idioms. 11 years five month exam for statistical analysis, summed up the status of idioms in the new HSK six exam questions, and combining the idiom error analysis and puts forward countermeasures for the teaching of idioms. We hope to be able to participate in the HSK test six students a practical help. Therefore, the study of new HSK (six) in the examination of idiom teaching is a practical significance.
This article is divided into six chapters.
The first chapter is the introduction. This chapter mainly introduces the background of the topic selection, the purpose and significance of the topic selection, and expounds the theoretical basis of the research. Finally, it introduces the research methods, the writing ideas and the basic framework of this article.
The second chapter is literature review. This paper from the ontology and foreign language study two combs and summarizes the related research achievements about idioms predecessors. Ontology direction mainly introduces the ontology research of idioms, including the origin and characteristics of idioms in foreign Chinese idioms. The research mainly introduces the study of Chinese vocabulary and < Chinese characters > in the syllabus of idioms, and foreign language teaching in Chinese idiomserrors research and teaching methods.
The third chapter is the new HSK in the six level of idiom study. This chapter includes two survey. A survey of the new HSK is an idiom in the six level, we will: new HSK syllabus > HSK six idioms in the statistical analysis, the idiom chart, easy to study. Two is the analysis of the new HSK six level. In this section we Zhenti papers on H61113-H61117 five set of six Zhenti papers were analyzed. All the idioms will appear five sets of questions and the related questions extracted, and the idioms and questions to do statistical analysis. The new HSK exam questions, idioms the mainly in reading. Reading idioms are basically Chaogang idioms. Idioms are the second reading level six vocabulary outline in reading idioms, three idioms appear in the outline of the idioms and idioms Chaogang ratio difference Not much. In the new HSK six questions in idioms, different types from different rates.
The fourth chapter is the new HSK level six idioms error statistical analysis. This chapter includes the < New HSK syllabus > six HSK vocabulary range idiom error statistics and analysis. In this chapter we prepared from our "new HSK level six idioms vocabulary idioms > extraction error analysis. We will idiom errors are divided into three kinds, namely semantic, grammatical, pragmatic class three, and the three kinds of types, one by one. According to the error analysis error of the idioms, we summed up the reasons of idiom errors.
The fifth chapter is the idioms in foreign Chinese teaching strategies. Put forward three teaching strategies here: one is to seize the characteristics of idioms, the clear be arranged Professor; the importance of idioms comprehension, meaning; three in order to improve the application ability, strengthen the syntactic and pragmatic functions of idioms teaching. This chapter focuses on the syntactic and pragmatic functions of idiom teaching in the teaching strategy. In order to provide the effective teaching method to the teaching of idioms.
The sixth chapter is the conclusion. In the conclusion part, we re summarize the research results in this paper, introduce the innovation of this paper, and point out the shortcomings of this paper.

【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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