泰国学生汉语习得社交语用失误略论An analysis of the social pragmatic failure of students in Thailand 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 说话是人类最主要的外交对象，这就决议了对外汉语教授教养的基本目的是造就进修者的汉语外交才能。但因为现今汉语教授教养的主流不雅念着重汉语常识，而疏忽了说话运用才能的造就，使得先生常常可以或许说出相符语律例则的汉语，泰语专业论文，却疏忽了中国的文明配景和社会规约对外交的作用，使得社交语用掉误频发。本文将从汉说话语行动着手，经由过程对泰国粹生常常产生的社交语用掉误剖析，试图对产生社交语用掉误的缘由从文明角度停止阐述，以期为泰国汉语教授教养中语用才能的造就提出一些响应的对策。本文共分四章：第一章为绪论部门，重要论述研究的念头与研究的价值、国际外语用掉误的研究概略和研究资料的拔取；第二章，论述泰国粹生汉语社交语用掉误现状，并对其发生的缘由从文明角度停止剖析；第三章，泰语论文网站，提醒社交语用掉误剖析研究对泰国汉语教授教养的启发意义，从教员、先生、教法的角度提出响应的建议。第四章“结语”，对全文停止梳理与总结。 Abstract: Speaking is the most important foreign objects, which determines the basic purpose of foreign language teaching is to cultivate learners' ability of Chinese diplomacy. But because of the mainstream of the current Chinese teaching concept focuses on knowledge of Chinese, and neglect the talk application ability training, that students often can perhaps say conform to the rules of grammar of Chinese, but ignore the influence of Chinese civilization and social conventions on diplomatic, the social pragmatic error prone. This paper from the Han said the discursive actions to proceed, through the process of pure Thailand students often produces the social pragmatic out error analysis, trying to to produce social pragmatic out the cause of the error from a cultural point of view carries on the elaboration to the pragmatic ability in Chinese teaching in Thailand makes some corresponding countermeasures put forward. This paper is divided into four chapters: Chapter one is the introduction part, discussed the research thoughts and research value, language of international spent the choice of error and summary of researches of research information; the second chapter, discusses the Thailand Students Chinese social pragmatic error status and the reason from a cultural point of view to carry on the analysis; the third chapter, remind sociopragmatic out error analysis of inspiration of research on Chinese teaching in Thailand, from the perspective of teachers and students, teaching methods of the proposed response to the proposal. The fourth chapter "conclusion", on the full stop combing and summary. 目录: 摘要 4-5 Abstract 5 第1章 绪论 8-16 1.1 探讨动机与价值 8-9 1.2 国内外语用失误探讨概况 9-10 1.2.1 国外语用失误探讨概况 9-10 1.2.2 国内语用失误探讨概况 10 1.3 泰语母语者汉语语用失误探讨概况 10-13 1.3.1 语用失误的界定 10-11 1.3.2 泰语母语者汉语语用失误探讨概况 11-13 1.4 探讨措施与探讨材料的选择 13-14 1.4.1 探讨措施 13-14 1.4.2 探讨对象的选择 14 1.4.3 探讨材料的选择 14 1.5 创新点及难点 14-16 第2章 泰国学生汉语社交语用失误近况及原因略论 16-34 2.1 泰国学生汉语社交语用失误近况略论 16-27 2.1.1 招呼语语用失误的近况及略论 16-20 2.1.2 称呼语语用失误的现象及略论 20-22 2.1.3 赞美、恭维的语用失误的近况及略论 22-24 2.1.4 邀请语语用失误近况及略论 24-25 2.1.5 请求语语用失误的近况及略论 25-26 2.1.6 致谢语语用失误近况及略论 26-27 2.2 泰国学生汉语社交语用失误的原因 27-34 2.2.1 文化背景的异同 27-30 2.2.2 语用规则异同 30-32 2.2.3 跨文化沟通能力异同 32-34 第3章 社交语用失误略论探讨对泰国汉语教学的启示 34-39 3.1 教师应加强语用意识 34-35 3.2 引导学生转变交际思维 35 3.3 注重培养学生的语用意识 35-38 3.3.1 真实语境对话 36 3.3.2 课堂角色扮演 36-37 3.3.3 功能性对话 37 3.3.4 结合课文对比中泰两国文化异同 37 3.3.5 观看影视著作，提高泰国学生的社交语用意识 37-38 3.4 建立以语用教学为主的教学观念 38-39 第4章 结语 39-40 参考文献 40-42 后记 42 |
