泰国留学生汉语社会称谓使用调查及略论Investigation and Analysis on the use of social appellation 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。） “社会称呼语”是人们在社会生涯中停止沟通交换的主要对象。在人们的平常外交中，运用得异常频仍，但称呼语会依据社会汗青的变迁而赓续一日千里。跟着中国的高速成长，汉语成为世界说话之一，激发了多国粹习汉语的高潮，是以近几年愈来愈多的本国人离开中国留学。特别在泰国，这些年来汉语成了最为热点的说话，然则针对汉泰两国社会称呼语的研究却寥若晨星，本文因此具有严重的研究价值和参考感化。本文共分为五个章节：第一章绪论综述论文的研究目标、意义，汉泰社会称呼的后人研究，和自己选择研究的社会称呼的规模与研究办法第二章社会称呼语的界定与汉语社会称呼的概述，经由过程文献法与归结法，提出汉语社会称呼的分类，共有五种：通用称呼、职业称呼、姓称号谓、拟亲属称呼、人称代词。讲授他们的运用情形和与泰语社会称呼响应分类的差异比拟。经由过程研究并在汉泰两国停止采访交换，整合出一套较为相符研究目标的查询拜访问卷。第三章经由过程查询拜访问卷比拟中国粹生与泰国留先生对汉语社会称呼的懂得、运用情形，泰语论文，并对问卷成果停止剖析，重要包含查询拜访目标、内容的设计、查询拜访对象和查询拜访进程。随后针对问卷成果剖析并统计，从而找出偏误发生的缘由。第四章社会称呼语的教授教养建议，从进修者、教员和教材三个方面分离提出；和针对社会称呼教授教养的三种教授教养办法：情形教授教养法、外交教授教养法和义务型教授教养法。第五章结论，总结本文对相干研究者有价值的立异的地方，同时指出本文研究的缺乏的地方。 Abstract: "Social address" is the main object of people's communication and exchange in social life. In the people's daily diplomacy and the application of abnormal frequently, but the title language will according to the social and historical changes and ceaseless by leaps and bounds. Along with the rapid growth of China, Chinese has become world languages, stimulate the multinational to learn Chinese climax, nearly a few years an increasing number of foreigners come to China to study. Special in Thailand, the Chinese into the most hot talk. However in Chinese and Thai social appellation language research are very few. This thesis has serious value for study and reference effect. This paper is divided into into five chapters: the first chapter reviews the research goal, the significance, Chinese and Thai society call the posterity research, and their choice of address is called social research scale and research methods in the second chapter, the social address forms of definition and Chinese society an overview of, through the process of literature and resolution method, put forward the Chinese social address classification, a total of five: general term, professional title, refers to the name of the title, quasi relative address, personal pronouns. The teaching application and their classification and Thai social address in response to compare similarities and differences. Through the process of research and of the Chinese and Thai stop interview exchange and integration of a set of consistent queries for the purpose of the study visit questionnaire. In the third chapter, through the process of query visit questionnaire compared to Chinese students and Thailand left Mr. name to Chinese social understanding and application scenarios, and the analysis of the questionnaire results, including investigation target, content design, investigation object and query visit process. Then analyze the results of the questionnaire and statistics, so as to find out the reasons for the occurrence of errors. The fourth chapter society call language teaching suggestions, from three aspects of the learner, the teacher and the material separation is proposed; and the social address teaching three teaching methods: case teaching method, foreign teaching method and task-based teaching method. The fifth chapter conclusion and summary of this paper are valuable to coherent researchers of innovation, and points out that the purpose of this paper is to study the lack of local. 目录: 中文摘要 6-7 ABSTRACT 7 第一章 绪论 8-13 1.1 选题的理由 8-9 1.2 探讨目标和探讨内容 9 1.2.1 探讨目标 9 1.2.2 探讨内容 9 1.3 相关先行探讨 9-11 1.3.1 汉语社会称谓探讨情况 9-10 1.3.2 泰国社会称谓探讨情况 10-11 1.4 探讨措施和语料来源 11-13 1.4.1. 探讨措施 11-12 1.4.2. 语料来源 12-13 第二章 汉泰社会称谓概述 13-27 2.1 社会称谓语的界定 13-14 2.2 汉语社会称谓的分类及使用情况 14-20 2.2.1 通用称谓语及使用情况 14-17 2.2.2 姓名称谓语及使用情况 17-18 2.2.3 职衔称谓语及使用情况 18 2.2.4 拟亲属称谓语及使用情况 18-19 2.2.5 零称谓语及使用情况 19-20 2.2.6 人称代词及使用情况 20 2.3 泰语社会称谓的相应分类及差异 20-27 2.3.1 通用称谓语及汉泰差异 20-22 2.3.2 姓名称谓语及汉泰差异 22 2.3.3 职衔称谓语及汉泰差异 22-23 2.3.4 拟亲属称谓语及汉泰差异 23-25 2.3.5 零称谓语及汉泰差异 25 2.3.6 人称代词及汉泰差异 25-27 第三章 泰国留学生汉语社会称谓使用情况的调查与略论 27-46 3.1 泰国留学生汉语社会称谓使用情况调查设 27-28 3.1.1 问卷设计 27 3.1.2 调查对象 27 3.1.3 调查过程 27-28 3.2 调查结果与略论 28-46 3.2.1 习得与使用情况 28-38 3.2.3 偏误类型及其产生原因 38-46 第四章 汉语社会称谓教学建议 46-53 4.1 针对课堂教学三要素的建议 46-49 4.1.1 对学习者的建议 46-47 4.1.2 对教师的建议 47-48 4.1.3 对教材的建议 48-49 4.2 针对社会称谓语的教学法建议 49-53 4.2.1 情景教学法 49-50 4.2.2 交际教学法 50-51 4.2.3 任务型教学法 51-53 第五章 结论 53-54 参考文献 54-56 附录 56-62 附录1 中文版 56-59 附录2 泰文版 59-62 致谢 62 |
