【摘要】：成語教學(xué)是對外漢語教學(xué)中的重要環(huán)節(jié),也是薄弱環(huán)節(jié)。目前對外漢語領(lǐng)域中對成語教學(xué)的研究大多集中于對成語本身的溯源述流,或是對學(xué)習(xí)者成語使用偏誤的分析,從認(rèn)知隱喻角度出發(fā)的研究較少,很少有人關(guān)注學(xué)習(xí)者對隱喻及相關(guān)成語的理解認(rèn)知過程,面向留學(xué)生的系統(tǒng)成語教學(xué)方法的研究更少。 概念隱喻理論在隱喻和成語之間建立起了緊密的聯(lián)系,為成語的理解提供了認(rèn)知依據(jù)。將隱喻理論運(yùn)用到漢語成語教學(xué)中,能有效地幫助學(xué)生深入理解成語意義和其中的認(rèn)知思維過程及文化內(nèi)涵。 本文以概念隱喻理論為框架,論述了隱喻與漢語成語之間的關(guān)系；確定了成語的教學(xué)范圍；分析了結(jié)構(gòu)隱喻類成語、實(shí)體隱喻類成語、空間隱喻類成語和數(shù)字隱喻類成語的隱喻認(rèn)知機(jī)制及意義解讀；之后通過調(diào)查了解了留學(xué)生學(xué)習(xí)成語的情況和教師的教學(xué)情況,并以隱喻理論中最重要的空間隱喻為例,考察了留學(xué)生對漢語隱喻的理解情況；進(jìn)而以空間隱喻類成語為例,通過認(rèn)知實(shí)驗(yàn)考察了空間詞隱喻義的引入對學(xué)生理解成語產(chǎn)生的作用,分析了學(xué)生理解不同隱喻義的難易程度及相關(guān)因素；在調(diào)查和實(shí)驗(yàn)的基礎(chǔ)之上,運(yùn)用隱喻理論展開了成語教學(xué)的實(shí)驗(yàn)研究,考察了教學(xué)方法的可行性和有效性,并從中發(fā)現(xiàn)教學(xué)中存在的問題；最后探討了本研究給成語教學(xué)帶來的啟示,以期推動隱喻理論在成語教學(xué)領(lǐng)域的進(jìn)一步運(yùn)用,以及隱喻式教學(xué)方法在成語系統(tǒng)教學(xué)中的進(jìn)一步實(shí)踐。
[Abstract]:Idiom teaching is an important and weak link in teaching Chinese as a foreign language. At present, the researches on idiom teaching in the field of TCFL are mostly focused on the tracing of idioms themselves, or on the analysis of errors in the use of idioms by learners, but there are few researches from the perspective of cognitive metaphor. Little attention has been paid to the cognitive process of learners' understanding of metaphor and related idioms, and there has been less research on systematic idiom teaching methods for foreign students. Conceptual metaphor theory establishes a close connection between metaphor and idiom and provides cognitive basis for idiom understanding. The application of metaphor theory to the teaching of Chinese idioms can effectively help students understand the meaning of idioms, the cognitive thinking process and the cultural connotations of idioms. Based on the conceptual metaphor theory, this paper discusses the relationship between metaphor and Chinese idioms, determines the teaching scope of idioms, analyzes structural metaphorical idioms, substantive metaphorical idioms, The cognitive mechanism and meaning of spatial metaphorical idioms and digital metaphorical idioms are analyzed, and then the situation of foreign students learning idioms and teachers' teaching is investigated, and the most important spatial metaphor in metaphor theory is taken as an example. This paper examines the understanding of Chinese metaphors by foreign students, and then, taking spatial metaphorical idioms as an example, explores the effect of the introduction of spatial metaphorical meanings on students' understanding of idioms through cognitive experiments. On the basis of investigation and experiment, the author makes an experimental study of idiom teaching with metaphorical theory, and investigates the feasibility and effectiveness of teaching methods. Finally, the author discusses the implications of this study for idiom teaching in order to promote the further application of metaphor theory in idiom teaching. And the further practice of metaphorical teaching in idiom teaching.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 楊曉黎;由表及里，，形具神生──對外漢語成語教學(xué)探論[J];安徽大學(xué)學(xué)報;1996年01期

2 李四清;英漢成語中的隱喻模式及其隱喻機(jī)制的研究[J];上海師范大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);2005年04期

3 藍(lán)純;從認(rèn)知角度看漢語的空間隱喻[J];外語教學(xué)與研究;1999年04期

4 周榕!400715重慶北碚;隱喻認(rèn)知基礎(chǔ)的心理現(xiàn)實(shí)性——時間的空間隱喻表征的實(shí)驗(yàn)證據(jù)[J];外語教學(xué)與研究;2001年02期

5 沈黎;隱喻遷移的心理限制因素[J];外語與外語教學(xué);2000年03期

6 林書武;隱喻研究的基本現(xiàn)狀、焦點(diǎn)及趨勢[J];外國語(上海外國語大學(xué)學(xué)報);2002年01期

7 周榕;時間隱喻表征的跨文化研究[J];現(xiàn)代外語;2000年01期

8 吳念陽;李艷;徐凝婷;;上下意象圖式向抽象概念映射的心理現(xiàn)實(shí)性研究[J];心理科學(xué);2008年03期

9 劉鳳花;;成語的隱喻認(rèn)知機(jī)制解讀[J];現(xiàn)代語文(語言研究版);2008年01期

10 成寧;;探討漢語成語習(xí)得在對外漢語教學(xué)中的作用[J];語文學(xué)刊;2006年02期

本文編號：2231767