本文選題：跨文化交際 + 對(duì)外漢語(yǔ)課堂��； 參考：《吉林大學(xué)》2011年碩士論文

【摘要】：跨文化交際是一門年輕的學(xué)科,它是在國(guó)際交往日益頻繁、全球經(jīng)濟(jì)一體化的特定時(shí)代產(chǎn)生的新興學(xué)科。跨文化交際同時(shí)又是一門綜合性學(xué)科,它的學(xué)科背景涉及文化語(yǔ)言學(xué)、社會(huì)語(yǔ)言學(xué)、言語(yǔ)交際學(xué)等。談到交際,更確切的說是談到非言語(yǔ)交際,它是跨文化交際中重要的組成部分之一,其作用不可小視。在翻閱眾多國(guó)內(nèi)外學(xué)者的相關(guān)著作和文章后,發(fā)現(xiàn)其中研究重心多半集中在外語(yǔ)教學(xué)界,而對(duì)外漢語(yǔ)教學(xué)界在這方面的研究成果相對(duì)較少。本文旨在立足于對(duì)外漢語(yǔ)教學(xué),從跨文化交際角度多層面地解析對(duì)外漢語(yǔ)課堂靜默語(yǔ)的特征及其功能價(jià)值。 國(guó)外的很多學(xué)者一直很關(guān)注靜默的研究,一些學(xué)者從語(yǔ)言學(xué)的角度來研究靜默語(yǔ),并對(duì)靜默語(yǔ)進(jìn)行了全新的認(rèn)識(shí)和解讀。 國(guó)內(nèi)的很多學(xué)者對(duì)這方面的研究也不少,根據(jù)不同文化背景的人在對(duì)靜默語(yǔ)的態(tài)度和理解上產(chǎn)生的差異及從造成跨文化交際障礙等方面出發(fā),闡述東西方在靜默語(yǔ)使用上的差別,進(jìn)而探討東西方在語(yǔ)言觀方面的差異和在交際編碼方式上的不同,并分析造成這些差別的原因。 本文一共分為八部分: 第一部分:對(duì)跨文化交際的界定。由于對(duì)外漢語(yǔ)課堂是一個(gè)非常特殊的語(yǔ)言環(huán)境,它屬于跨文化交際的范疇,本文首先對(duì)其范圍進(jìn)行了限定,這樣做有助于后文對(duì)對(duì)外漢語(yǔ)課堂靜默語(yǔ)的分類、特點(diǎn)的研究。 第二部分:靜默語(yǔ)的研究歷史及現(xiàn)狀。這部分是對(duì)其相關(guān)內(nèi)容的總結(jié)和概括,深入淺出的理清研究的思路,并發(fā)掘出新的研究角度,提出自己的創(chuàng)新觀點(diǎn)。 第三部分:靜默語(yǔ)的界定及其分類。這一部分主要是先對(duì)對(duì)外漢語(yǔ)課堂中靜默語(yǔ)的界定,再?gòu)亩喾矫鎸?duì)靜默語(yǔ)進(jìn)行分類,并在其分類的過程中,發(fā)現(xiàn)更多的創(chuàng)新點(diǎn)。 第四、五部分:闡述對(duì)外漢語(yǔ)教學(xué)課堂中靜默語(yǔ)的特點(diǎn)及其語(yǔ)用特征。這一部分是論文的主要部分,它是指導(dǎo)實(shí)踐的有力根據(jù),教師如果能找到學(xué)生產(chǎn)生靜默語(yǔ)的原因及學(xué)會(huì)使用積極的靜默語(yǔ),教師就會(huì)對(duì)課堂上的靜默現(xiàn)象迎刃而解。 第六、七、八部分:主要是立足于對(duì)外漢語(yǔ)課堂,從學(xué)生和教師兩個(gè)方面來研究雙方靜默語(yǔ)的特點(diǎn)、意義及其語(yǔ)用特征,從而總結(jié)出對(duì)外漢語(yǔ)教學(xué)課堂學(xué)生容易出現(xiàn)的一系列問題,對(duì)于教師而言,要對(duì)其自身的靜默有一個(gè)全新的認(rèn)識(shí),對(duì)教師使用的積極的靜默語(yǔ)給予鼓勵(lì),盡量避免消極的靜默語(yǔ)。對(duì)于學(xué)生而言,在課堂上出現(xiàn)的靜默語(yǔ)。
[Abstract]:Cross-cultural communication is a young subject. It is a new subject in the special era of international communication and global economic integration. Cross-cultural communication is also a comprehensive subject, whose background involves cultural linguistics, sociolinguistics, speech communication and so on. When it comes to communication, or rather, nonverbal communication, which is one of the important components of cross-cultural communication, can not be overlooked. After reading the related works and articles of many scholars at home and abroad, it is found that most of the research focuses on foreign language teaching, but the research results of foreign language teaching are relatively few in the field of teaching Chinese as a foreign language. Based on the teaching of Chinese as a foreign language, this paper aims to analyze the characteristics and functional value of the silent language in the Chinese as a foreign language classroom from the perspective of cross-cultural communication. Many foreign scholars have been paying close attention to the study of silence, and some scholars have made a new understanding and interpretation of silent language from the perspective of linguistics. Many scholars in China have also done a lot of research on this aspect. According to the differences in attitude and understanding of silent language among people from different cultural backgrounds, and from the aspects of causing obstacles to intercultural communication, This paper expounds the differences in the use of silent language between the East and the West, and then probes into the differences in the views of language between the East and the West and the differences in the ways of communication coding, and analyzes the reasons for these differences. This paper is divided into eight parts: Part one: the definition of cross-cultural communication. As Chinese as a foreign language classroom is a very special language environment, it belongs to the category of cross-cultural communication. The second part: the research history and present situation of silent language. This part is a summary and summary of its relevant content, a clear thinking of the research, and find out a new research perspective, and put forward their own innovative point of view. The third part: the definition and classification of silent language. This part is mainly about the definition of silent language in TCFL classroom, and then classifies the silent language from many aspects, and finds more innovative points in the process of classification. The fourth and fifth parts: expound the characteristics and pragmatic features of silent language in TCFL. This part is the main part of the paper, it is the powerful basis for guiding practice. If teachers can find out the reasons why students produce silent language and learn to use active silence, teachers will solve the phenomenon of silence in class. The sixth, seventh and eighth parts: mainly based on the Chinese as a foreign language classroom, from the two aspects of students and teachers to study the characteristics, meaning and pragmatic characteristics of both silent language. In order to sum up a series of problems that the students of TCFL are prone to, for teachers, we should have a new understanding of their own silence, and encourage the positive silence language used by teachers. Try to avoid negative silence. For students, there is silence in class.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 李少鋒,王紅;非言語(yǔ)交際及其符號(hào)學(xué)思考[J];邯鄲師專學(xué)報(bào);1997年Z1期

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本文編號(hào)：1807449