| 委宛语作为一种广泛的说话景象,在人际来往中施展侧重要感化。可否准确运用委宛语是权衡第二说话进修者外交才能的一个主要尺度,可见,委宛语在对外汉语教授教养中占领主要位置。本文在委宛语本体研究的基本上,以安徽年夜学在校韩国留先生为例睁开研究,经由过程问卷查询拜访的措施,考核韩国留先生委宛语习得情形,并剖析韩国留先生委宛语习得偏误的缘由,同时提出进步韩国留先生委宛语习得程度的建议和战略。本文共分为四章,第一章为绪论,重要论述了选题配景与研究意义、研究目标、研究办法与思绪及研究综述,分离从汉语委宛语本体研究、对外汉语教授教养范畴委宛语研究和汉、韩委宛语比较研究三个方面停止引见。第二章是汉语委宛语概述,引见了汉语委宛语的界说,并剖析了汉语委宛语发生的缘由：一是避讳的须要；二是社会意理感化的成果；三是人际来往的需求。第三章和第四章是本文的重点部门。第三章运用定量研究和定性剖析相联合的办法,经由过程查询拜访问卷的措施,对安徽年夜学在校韩国留先生停止查询拜访研究,考核韩国留先生对委宛语基本常识的控制、委宛辞汇的懂得和运用、委宛语句的懂得和运用情形,并剖析韩国留先生委宛语习得偏误的缘由,分离是先生对委宛语常识的缺少,文明身分在教授教养中还没有遭到看重,教员、教材和测试方面的疏忽。第四章商量了若何进步韩国留先生委宛语习得程度这一成绩,分离从教员、先生、教材、测试方面提出了响应的建议。起首,指出汉语教员要从思惟上看重汉语委宛语教授教养,还可以采取灵巧多样的教授教养措施,如对委宛语的文明探源及比拟措施和语境教授教养法；其次,先生要懂得中国文明的特色,有用借助母语文明常识增进委宛语习得正迁徙；再次,拔取教材时重视其适用性,编辑教材本着学乃至用的准绳,无意识地凸起汉语委宛语的内容和重量；最初,测试内容增长与委宛语常识相干的考题,设置响应的标题。 Abstract: Euphemistic language as a kind of talk scene, plays an important role in interpersonal communication. Could accurately using euphemistic language is a measure of foreign second language learners to a major scale, visible, euphemistic language in the teaching of Chinese as a foreign language occupied main position. In this paper the euphemistic language ontology research basically, to Anhui University College South Korea left Mr. for example open research, through the questionnaire survey method, assessment of Korea left Mr. Committee Wan language acquisition situation and analysis South Korean left Mr. Wei Wan language acquisition error reason, and puts forward progress South Korea left Mr. Wei Wan language acquisition of suggestions and strategies. This paper is divided into four chapters, chapter one is the introduction, important discussed the topic background and the research significance, research objectives, research methods and thoughts and summary of the seminar on isolated from the Chinese Commission Wan language ontology research, the category of Chinese as a Foreign Language Teaching Committee Wan Wan language language research and Han, Han Wei compared study of three aspects are introduced. The second chapter is the Chinese euphemistic language overview, introduced the Chinese euphemistic language definition, and analyzes the reason of Chinese euphemistic language: is taboo needs; the second is social psychology influence the results; the third is the interpersonal needs. The third chapter and the fourth chapter are the key parts of this paper. In the third chapter, the application of quantitative research and qualitative analysis combined way, through the survey, questionnaire method, Anhui University College South Korea to leave Mr. investigation and study, assessment of Korea left Mr. Committee on WAN language basic knowledge of control, the Committee Wan speech sinks to understand and should be used and euphemistic statement understand and application situation, and analysis of South Korean left Mr. Wei Wan language acquisition error reason, separation is Mr. euphemistic language knowledge lack, cultural identity in teaching has not been valued, teachers, teaching material and test of negligence. In the fourth chapter, we discuss the how to improve South Korea left Mr. Wei Wan language acquisition is the degree to which the achievement, the separation of teachers and students, teaching materials and tests the proposed response to the proposal. First of all, that the Chinese teacher should emphasis Chinese euphemistic language teaching from the thought, flexible and diverse teaching methods, can also be taken, such as the euphemistic language the origin of civilization and comparison method and context teaching method; secondly, the students to understand the characteristics of Chinese civilization and useful using native language culture knowledge enhance euphemistic language acquisition is migratory; again, select textbooks attach importance to its applicability, editing teaching materials in line with the principle to learn and use, without consciousness of Chinese outstanding euphemistic language content and weight. Initially, test content increase with the Commission on the WAN language sense coherent examination tests, set up in response to the Title. 目录: |
