本文選題：跨文化認(rèn)知 + 漢語(yǔ)詞匯　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：在外語(yǔ)或者第二語(yǔ)言的學(xué)習(xí)過(guò)程中,詞匯的學(xué)習(xí)始終是最重要的學(xué)習(xí)內(nèi)容之一,因?yàn)椤霸~匯是語(yǔ)言的建筑材料,沒(méi)有建筑材料就不能蓋房子,沒(méi)有詞匯就不能造句子”,“沒(méi)有語(yǔ)法還可以傳達(dá)一些信息,但是沒(méi)有詞匯則無(wú)法傳達(dá)任何信息”。然而,在漢語(yǔ)作為第二語(yǔ)言的教學(xué)中,地位如此重要的詞匯卻不容易學(xué),也不容易教。我們經(jīng)常發(fā)現(xiàn)學(xué)生遇到生詞第一反應(yīng)不是分析,而是尋求電子詞典的幫助;在具體情境中不能選擇合適的詞匯,詞匯的提取速度比較慢,也不能由一個(gè)詞語(yǔ)迅速聯(lián)想到在語(yǔ)義上與之相關(guān)的其他詞語(yǔ)。實(shí)際上,這反映的是學(xué)生沒(méi)能深度習(xí)得漢語(yǔ)詞匯,也即沒(méi)有掌握詞匯的深度知識(shí)。詞匯深度習(xí)得的困難可以從兩個(gè)角度來(lái)分析:首先,漢語(yǔ)詞匯蘊(yùn)含著豐富的文化信息,體現(xiàn)漢民族的文化心理。漢語(yǔ)詞匯文化信息的豐富性,首先就在于漢語(yǔ)中有大量包含歷史文化信息的詞匯,如海量的成語(yǔ)(守株待兔)、慣用語(yǔ)(鐵飯碗)、歇后語(yǔ)(電線桿子綁雞毛——好大的“撣/膽”子!)等。這些詞匯背后同時(shí)蘊(yùn)含著中國(guó)人的價(jià)值觀、文化心理、時(shí)代特色等。學(xué)習(xí)者如果想真正掌握漢語(yǔ)詞匯,就不得不了解漢語(yǔ)詞匯背后所蘊(yùn)含的這些文化信息。其次,學(xué)習(xí)者缺乏對(duì)詞匯背后認(rèn)知規(guī)律的認(rèn)知。作為中華文化的一部分,漢語(yǔ)詞匯從結(jié)構(gòu)到語(yǔ)義都能體現(xiàn)出漢民族的思維認(rèn)知特點(diǎn),典型的如隱喻思維、轉(zhuǎn)喻思維、具象思維、聯(lián)想和推理思維、辯證思維等。如果不了解詞匯背后的認(rèn)知規(guī)律,就無(wú)法掌握詞匯的結(jié)構(gòu)規(guī)律和語(yǔ)義組合規(guī)律,無(wú)法理解漢語(yǔ)詞語(yǔ)豐富曲折的意義,無(wú)法全面深刻地構(gòu)建詞匯知識(shí)、詞義網(wǎng)絡(luò)。如此,詞匯學(xué)習(xí)就變成了機(jī)械、乏味、痛苦的學(xué)習(xí),更無(wú)法實(shí)現(xiàn)詞匯的自我習(xí)得機(jī)制。基于以上漢語(yǔ)詞匯教學(xué)中存在的現(xiàn)實(shí)問(wèn)題,在對(duì)漢語(yǔ)詞匯背后文化信息和認(rèn)知規(guī)律的理論探討基礎(chǔ)上,通過(guò)個(gè)案實(shí)證研究,觀察教學(xué)過(guò)程中文化認(rèn)知因素的積極介入對(duì)學(xué)習(xí)者詞匯深度習(xí)得的影響。在理論和實(shí)證研究基礎(chǔ)上,從教學(xué)策略和學(xué)習(xí)策略兩方面提出合理化建議。
[Abstract]:In the process of learning a foreign language or a second language, vocabulary learning is always one of the most important things to learn, because "vocabulary is the building material of a language, without which a house cannot be built and a sentence cannot be made without vocabulary." Without grammar you can convey something, but without words you can't convey anything. However, in the teaching of Chinese as a second language, such important words are not easy to learn or teach. We often find that the first reaction of students to new words is not to analyze, but to seek the help of electronic dictionaries; they cannot choose the right words in specific situations, and the speed of word extraction is relatively slow. Nor can one word be quickly associated with other words that are semantically relevant. In fact, this reflects the students' failure to acquire Chinese vocabulary in depth, that is, the lack of deep knowledge of vocabulary. The difficulties of deep vocabulary acquisition can be analyzed from two angles: first, Chinese vocabulary contains abundant cultural information, which reflects the cultural psychology of the Han nationality. The richness of Chinese lexical and cultural information lies first in the fact that there are a large number of words in Chinese that contain historical and cultural information. Such as a large number of idioms (waiting for a rabbit, idiom (iron rice bowl, exhortation) (wire pole tied chicken hair-what a big "Shan / gallant") Etc. These words also contain Chinese values, cultural psychology, characteristics of the times and so on. If learners really want to master Chinese vocabulary, they have to understand the cultural information behind Chinese vocabulary. Secondly, the learners lack the cognition of the cognitive law behind the vocabulary. As a part of Chinese culture, Chinese vocabulary can embody the cognitive characteristics of Chinese people from structure to semantics, such as metaphorical thinking, metonymy thinking, figurative thinking, associative and reasoning thinking, dialectical thinking and so on. If we do not understand the cognitive law behind vocabulary, we can not grasp the rules of structure and semantic combination of words, can not understand the rich and tortuous meaning of Chinese words, and can not fully and profoundly construct lexical knowledge and semantic network. In this way, vocabulary learning becomes mechanical, boring and painful learning, and it can not realize the self-acquisition mechanism of vocabulary. Based on the above practical problems in the teaching of Chinese vocabulary, and on the basis of the theoretical discussion of the cultural information and cognitive law behind the Chinese vocabulary, this paper makes an empirical case study. To observe the influence of cultural cognitive factors on learners' deep vocabulary acquisition in the process of teaching. On the basis of theoretical and empirical research, this paper puts forward some reasonable suggestions from two aspects: teaching strategy and learning strategy.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 趙華威;;跨文化交際視域下的漢語(yǔ)文化認(rèn)知研究[J];黑龍江高教研究;2014年11期

2 李春紅;;漢語(yǔ)二語(yǔ)詞匯習(xí)得認(rèn)知視域研究綜述[J];理論界;2011年02期

3 張丹;;隱喻與轉(zhuǎn)喻——認(rèn)知的兩大基石[J];南華大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2010年06期

4 楊麗;周麗芳;;隱喻能力與詞匯深度習(xí)得[J];江西農(nóng)業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2009年03期

5 沈禾玲;;認(rèn)知理論及其在漢語(yǔ)作為二語(yǔ)的字詞教學(xué)中的應(yīng)用[J];中國(guó)文字研究;2008年01期

6 云虹;馮麗春;;論隱喻的跨文化認(rèn)知[J];河北學(xué)刊;2008年03期

7 王紹新;談漢語(yǔ)復(fù)合詞內(nèi)部的語(yǔ)義構(gòu)成[J];語(yǔ)言教學(xué)與研究;1987年03期

相關(guān)博士學(xué)位論文 前1條

1 陳映戎;英漢植物隱喻的跨文化理解研究[D];華東師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前5條

1 吳尚;漢語(yǔ)作為第二語(yǔ)言詞匯知識(shí)發(fā)展與詞匯學(xué)習(xí)策略的相關(guān)性研究[D];南京大學(xué);2013年

2 崔崢;詞匯知識(shí)深度研究小結(jié)[D];上海外國(guó)語(yǔ)大學(xué);2012年

3 劉璐;中高級(jí)漢語(yǔ)隱喻詞匯分析及其習(xí)得研究[D];暨南大學(xué);2009年

4 鄭茹娟;漢語(yǔ)隱喻詞匯研究[D];陜西師范大學(xué);2008年

5 趙紅花;漢語(yǔ)第二語(yǔ)言教學(xué)中雙音節(jié)復(fù)合詞認(rèn)知模式的構(gòu)建[D];內(nèi)蒙古師范大學(xué);2006年

，

本文編號(hào)：1844945