汉英思维对比在对外汉语课文化教学中的应用(1).pdf

指导小组成员名单 张子让 教授 刘鑫民 教授 范毓民 副教授 郑文晖 高级讲师 ／，嬲螂必 目录 摘要·············”···············································1 ·························································2 Abstract 1引论 ········”···································”···········4 1．1研究目的、意义 ·············································4 1．2相关研究综述 ·····························““””一一”””4 1．3研究的理论基础 ·············································5 1．3．1对比分析假说································-·········5 1．3．2对比分析··············································6 1．3．3汉语课中的文化教学····································8 1．4研究汉英思维对比的意义·······································8 2语义文化 ·····································一一”””“””·10 3语构文化 ······················································12 3．1认知语言学的基本观点 ·······································12 3．2象似性原则·················································一13 3．3认知语言学与汉语语法研究 ··································13 4语用文化 ·······················一一一········“””””一一一·17 4．1语言一语用失误················．．””“”””一一一””．．””17 4．2社交—语用失误···············································18 5结语 ··························································21 参考文献 ·······················一一一··········“”“”””一一·22 致谢 ··········”················································24 摘要 随着我国经济的快速发展，越来越多的外国人投身于汉语学习中，这种前所 未有的发展趋势对对外汉语教育事业来说既是机遇又是挑战。通过对外汉语教学 让外国人理解、认同中国文化对中国今后的发展大有裨益，但怎样才能做到呢? 从国内外的教学实践来看，科学的对比分析能使教师对自己从事的语言教学 内容理解得更深刻、更全面，从而能准确地确定教学重点、难点，提高教学的预 见性、针对性、有效性。对语言学习者来说，即便教师在课堂教学中没有提及语 言对比的内容，学生自己往往也会将母语与汉语进行比较，由于缺乏比较的方式、 方法，看问题不够全面等种种不利因素，学生的比较往往流于表面的形式。所以， 在课堂上适度地将汉语与母语进行对比分析不仅能够凸显汉语的特点，更能发挥 成年人的思维优势和母语能力的作用，有利于第二语言课堂教学。 从目前的情况来看，英语已成为“国际语”，大部分二语学习者多多少少都 能或使用英语进行交流，大多教师在课堂上使用的媒介语也是英语，基于这样的 事实，汉英对比分析不仅具有可操作性，还具有示范性，某些二语学习者即使不 熟悉英语，