本文關(guān)鍵詞： 成語(yǔ) 成語(yǔ)教學(xué) HSK 成語(yǔ)偏誤　出處：《遼寧師范大學(xué)》2012年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：伴隨著中國(guó)日益增長(zhǎng)的政治地位和經(jīng)濟(jì)實(shí)力，漢語(yǔ)作為一種重要的交流手段，受到了國(guó)內(nèi)外的廣泛關(guān)注。成語(yǔ)，是漢語(yǔ)表達(dá)形式的閃光點(diǎn)之一，其言簡(jiǎn)意賅，體現(xiàn)了中華民族智慧的一面，大量的漢語(yǔ)學(xué)習(xí)者對(duì)成語(yǔ)產(chǎn)生了濃厚的興趣，然而對(duì)于學(xué)習(xí)漢語(yǔ)的外國(guó)人來(lái)說(shuō)，成語(yǔ)卻難以掌握。近年來(lái)，有關(guān)對(duì)外漢語(yǔ)成語(yǔ)教學(xué)的研究大多集中在漢外文化對(duì)比上，這樣的研究成果缺乏對(duì)實(shí)際教學(xué)的指導(dǎo)意義。通過(guò)調(diào)查研究發(fā)現(xiàn)，漢語(yǔ)學(xué)習(xí)者使用成語(yǔ)或者說(shuō)接觸到成語(yǔ)的階段一般是高級(jí)階段，其中以參加HSK六級(jí)的考生對(duì)成語(yǔ)的學(xué)習(xí)欲望最強(qiáng)烈。在新HSK六級(jí)考試當(dāng)中，出現(xiàn)了越來(lái)越多的成語(yǔ)。本文通過(guò)對(duì)2011年五個(gè)月份的考試真題進(jìn)行統(tǒng)計(jì)分析，總結(jié)出成語(yǔ)在新HSK六級(jí)考試中的地位、出題點(diǎn)、并結(jié)合成語(yǔ)的偏誤分析給出成語(yǔ)教學(xué)的對(duì)策。希望能夠給參加HSK六級(jí)考試的學(xué)生一個(gè)實(shí)際的幫助。因此，研究新HSK（六級(jí)）考試中的成語(yǔ)教學(xué)是有實(shí)踐意義的。 本文共分為六章。 第一章是引言。這一章主要介紹了本文的選題背景、選題目的和選題意義，并闡述了研究的理論基礎(chǔ)，最后介紹了本文的研究方法以及寫(xiě)作思路與本文基本框架。 第二章是文獻(xiàn)綜述。本文從本體和對(duì)外漢語(yǔ)兩個(gè)研究方向梳理并總結(jié)了前人關(guān)于成語(yǔ)研究的相關(guān)成果。本體方向上主要介紹了成語(yǔ)的本體研究成果，包括成語(yǔ)的來(lái)源與性質(zhì)特點(diǎn)。對(duì)外漢語(yǔ)中的成語(yǔ)研究主要介紹了《漢語(yǔ)水平詞匯和漢字等級(jí)大綱》中的成語(yǔ)考察，以及對(duì)外漢語(yǔ)教學(xué)中的成語(yǔ)偏誤研究與教學(xué)方法的研究。 第三章是新HSK六級(jí)中的成語(yǔ)考察。本章包括兩個(gè)統(tǒng)計(jì)調(diào)查。一個(gè)是新HSK六級(jí)中的成語(yǔ)統(tǒng)計(jì)調(diào)查，我們將《新漢語(yǔ)水平考試大綱HSK六級(jí)》中的成語(yǔ)做了統(tǒng)計(jì)分析，將其中的成語(yǔ)制成圖表，便于研究。二是新HSK六級(jí)真題試卷分析。這一節(jié)我們對(duì)H61113-H61117五套六級(jí)真題試卷進(jìn)行統(tǒng)計(jì)分析。本文將五套真題中出現(xiàn)的所有成語(yǔ)以及相關(guān)試題抽取出來(lái)，并對(duì)出現(xiàn)的成語(yǔ)以及試題做了相關(guān)的統(tǒng)計(jì)分析。得出在新HSK試卷中，成語(yǔ)有關(guān)的試題主要出現(xiàn)在閱讀中。閱讀一中的成語(yǔ)基本上都是超綱成語(yǔ)。閱讀二中出現(xiàn)的成語(yǔ)大都是新六級(jí)大綱詞匯中的成語(yǔ)，，閱讀三種出現(xiàn)的成語(yǔ)大綱中的成語(yǔ)與超綱成語(yǔ)比例差不多。在新HSK六級(jí)的試題中出現(xiàn)的成語(yǔ)，不同題型正誤率不同。 第四章是新HSK六級(jí)中成語(yǔ)的偏誤統(tǒng)計(jì)分析。這一章包括《新漢語(yǔ)水平考試大綱HSK六級(jí)》詞匯表范圍內(nèi)成語(yǔ)的偏誤統(tǒng)計(jì)和分析。在這一章中我們從我們制得的《新HSK六級(jí)成語(yǔ)詞匯表》中抽取成語(yǔ)進(jìn)行偏誤分析。我們成語(yǔ)將出現(xiàn)的偏誤分為三大種，即語(yǔ)義、語(yǔ)法、語(yǔ)用三類(lèi)，并將這三類(lèi)化為小類(lèi)，逐一進(jìn)行偏誤分析。根據(jù)成語(yǔ)使用的偏誤，我們總結(jié)出成語(yǔ)偏誤產(chǎn)生的原因。 第五章是對(duì)外漢語(yǔ)中成語(yǔ)的教學(xué)策略。在這里提出三個(gè)教學(xué)策略：一為抓住成語(yǔ)特點(diǎn)，分門(mén)別類(lèi)教授；二為清除理解障礙，重視成語(yǔ)意義；三為提高運(yùn)用能力，加強(qiáng)成語(yǔ)句法及語(yǔ)用功能教學(xué)。本章節(jié)著重介紹了關(guān)于成語(yǔ)教學(xué)中的句法及語(yǔ)用功能的教學(xué)策略。以期能夠給成語(yǔ)教學(xué)提供有效的教學(xué)方法。 第六章是結(jié)語(yǔ)。在結(jié)語(yǔ)部分我們重新概括了一下本文的研究結(jié)果，并對(duì)本文的創(chuàng)新之處作以介紹，同時(shí)也指出本文的不足之處。
[Abstract]:Along with the political status and economic strength Chinese growing, Chinese as an important means of communication, has attracted wide attention both at home and abroad. Idioms is one form of the flash point of Chinese expression, its concise and comprehensive, embodies the wisdom of the Chinese side, a large number of Chinese learners interested in idioms, however for foreign learners of Chinese idioms, but difficult to master. In recent years, the research on the teaching of Chinese idioms are mostly concentrated in the Chinese and foreign cultural contrast, this research is lack of practical teaching significance. Through the investigation found that the Chinese learners use idioms or come into contact with the stage of general idioms is the advanced stage, which in HSK level six candidates on the idiom learning desire most strongly. In the new HSK six grade exams, there are more and more in this paper through the 20 idioms. 11 years five month exam for statistical analysis, summed up the status of idioms in the new HSK six exam questions, and combining the idiom error analysis and puts forward countermeasures for the teaching of idioms. We hope to be able to participate in the HSK test six students a practical help. Therefore, the study of new HSK (six) in the examination of idiom teaching is a practical significance.
This article is divided into six chapters.
The first chapter is the introduction. This chapter mainly introduces the background of the topic selection, the purpose and significance of the topic selection, and expounds the theoretical basis of the research. Finally, it introduces the research methods, the writing ideas and the basic framework of this article.
The second chapter is literature review. This paper from the ontology and foreign language study two combs and summarizes the related research achievements about idioms predecessors. Ontology direction mainly introduces the ontology research of idioms, including the origin and characteristics of idioms in foreign Chinese idioms. The research mainly introduces the study of Chinese vocabulary and < Chinese characters > in the syllabus of idioms, and foreign language teaching in Chinese idiomserrors research and teaching methods.
The third chapter is the new HSK in the six level of idiom study. This chapter includes two survey. A survey of the new HSK is an idiom in the six level, we will: new HSK syllabus > HSK six idioms in the statistical analysis, the idiom chart, easy to study. Two is the analysis of the new HSK six level. In this section we Zhenti papers on H61113-H61117 five set of six Zhenti papers were analyzed. All the idioms will appear five sets of questions and the related questions extracted, and the idioms and questions to do statistical analysis. The new HSK exam questions, idioms the mainly in reading. Reading idioms are basically Chaogang idioms. Idioms are the second reading level six vocabulary outline in reading idioms, three idioms appear in the outline of the idioms and idioms Chaogang ratio difference Not much. In the new HSK six questions in idioms, different types from different rates.
The fourth chapter is the new HSK level six idioms error statistical analysis. This chapter includes the < New HSK syllabus > six HSK vocabulary range idiom error statistics and analysis. In this chapter we prepared from our "new HSK level six idioms vocabulary idioms > extraction error analysis. We will idiom errors are divided into three kinds, namely semantic, grammatical, pragmatic class three, and the three kinds of types, one by one. According to the error analysis error of the idioms, we summed up the reasons of idiom errors.
The fifth chapter is the idioms in foreign Chinese teaching strategies. Put forward three teaching strategies here: one is to seize the characteristics of idioms, the clear be arranged Professor; the importance of idioms comprehension, meaning; three in order to improve the application ability, strengthen the syntactic and pragmatic functions of idioms teaching. This chapter focuses on the syntactic and pragmatic functions of idiom teaching in the teaching strategy. In order to provide the effective teaching method to the teaching of idioms.
The sixth chapter is the conclusion. In the conclusion part, we re summarize the research results in this paper, introduce the innovation of this paper, and point out the shortcomings of this paper.

【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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