本文關(guān)鍵詞： 初級(jí)漢語教學(xué) 跨文化交際 文化依附 交際能力　出處：《陜西師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：文化依附矛盾在漢語學(xué)習(xí)的過程中是不可避免的,在初級(jí)階段體現(xiàn)得尤為明顯。處在漢語學(xué)習(xí)零起點(diǎn)及初級(jí)階段的留學(xué)生,對(duì)漢語和中國文化知之甚少,在中國學(xué)習(xí)、生活會(huì)遇到諸多的文化差異。剛進(jìn)入漢語環(huán)境,留學(xué)生會(huì)產(chǎn)生一定程度的不適應(yīng),乃至出現(xiàn)文化休克現(xiàn)象。研究留學(xué)生是怎樣處理這種不適應(yīng),怎樣選擇文化依附策略來進(jìn)行跨文化交際；研究漢語教師面對(duì)學(xué)生的跨文化交際障礙和對(duì)漢語文化的不適應(yīng),又是怎樣選擇跨文化交際策略；這些問題對(duì)初級(jí)漢語學(xué)習(xí)階段的教學(xué)理念和教學(xué)方法都有一定的指導(dǎo)意義。本文通過分析初級(jí)漢語學(xué)習(xí)階段留學(xué)生和教師的文化依附狀態(tài)和跨文化交際矛盾,以及師生雙方的策略選擇,意圖能找到合理的處理文化依附矛盾的原則和方法。以使教師在教學(xué)過程中,成功地進(jìn)行漢語的文化導(dǎo)入,培養(yǎng)留學(xué)生依附漢語文化的興趣,讓他們學(xué)會(huì)使用漢語來表達(dá)他們的民族文化；同時(shí)進(jìn)一步培養(yǎng)留學(xué)生的跨文化交際意識(shí),以肯定、開放、寬容的心態(tài)對(duì)待異質(zhì)文化；確�？缥幕浑H的順利進(jìn)行和教學(xué)任務(wù)的順利完成,在習(xí)得漢語的同時(shí),也習(xí)得跨文化交際的能力。 本文的分析是在對(duì)學(xué)習(xí)初級(jí)漢語的留學(xué)生和進(jìn)行初級(jí)漢語教學(xué)的教師進(jìn)行調(diào)查的基礎(chǔ)上進(jìn)行的。文章分析了在語言習(xí)得過程、跨文化交際過程中出現(xiàn)的文化依附現(xiàn)象及由此產(chǎn)生的跨文化交際矛盾；以及初級(jí)漢語學(xué)習(xí)階段留學(xué)生和教師,針對(duì)在教、學(xué)過程中為了達(dá)到良好的語言學(xué)習(xí)目的和進(jìn)行成功的跨文化交際自覺或者不自覺選擇的文化依附策略。隨著學(xué)習(xí)進(jìn)程的推移、漢語水平的提高,也試圖分析留學(xué)生與漢語教師在文化依附策略的選擇上的改變。在研究分析的基礎(chǔ)上,試圖尋找、提出在漢語作為第二語言教、學(xué)過程中,解決文化依附矛盾和跨文化交際矛盾的有效方法。本文的研究既著眼于課堂活動(dòng)中的言語交際,也對(duì)非言語交際帶來的文化依附問題進(jìn)行解釋、研究。啟發(fā)初級(jí)漢語教學(xué)的教師就對(duì)異質(zhì)文化應(yīng)持何種態(tài)度；就怎樣改進(jìn)教學(xué)方法,更好地進(jìn)行文化導(dǎo)入和怎樣運(yùn)用得體的文化、言語行為與教學(xué)對(duì)象相處等這些問題進(jìn)行一定的思考。同時(shí)培養(yǎng)教師自身的跨文化交際意識(shí),克服本族文化干擾,在教授語言的同時(shí),將漢語文化知識(shí)轉(zhuǎn)化為學(xué)生的跨文化交際能力,構(gòu)建一種和諧的跨文化交際觀。
[Abstract]:The contradiction of cultural attachment is inevitable in the process of learning Chinese, especially in the primary stage. Students who are at the beginning and beginning of Chinese learning have little knowledge of Chinese and Chinese culture, and study in China. There are many cultural differences in life. As soon as they enter the Chinese language environment, foreign students will have a certain degree of inadaptability, and even the phenomenon of cultural shock. How to choose the strategy of cultural attachment to carry on cross-cultural communication, to study how Chinese teachers choose cross-cultural communication strategies in the face of students' cross-cultural communication obstacles and to adapt to Chinese culture; These questions have certain guiding significance to the teaching idea and teaching method of the primary Chinese learning stage. This paper analyzes the cultural attachment state and the intercultural communication contradiction between the foreign students and the teachers in the primary Chinese learning stage. As well as the choice of strategies between teachers and students, it is intended to find out the principles and methods of dealing with cultural attachment contradictions reasonably, so that teachers can successfully introduce Chinese culture in the process of teaching, and cultivate the interest of foreign students in relying on Chinese culture. Let them learn to use Chinese to express their national culture, at the same time to further develop the cross-cultural communication awareness of foreign students, with a positive, open, tolerant attitude towards the heterogeneous culture; To ensure the smooth progress of cross-cultural communication and the successful completion of teaching tasks, while learning Chinese, but also to acquire the ability of cross-cultural communication. The analysis of this paper is based on the investigation of the foreign students studying primary Chinese and the teachers who teach the primary Chinese. The paper analyzes the process of language acquisition. The phenomenon of cultural attachment in the process of cross-cultural communication and the resulting contradiction in cross-cultural communication, as well as the foreign students and teachers in the primary stage of learning Chinese, are aimed at teaching. In the process of learning, in order to achieve a good goal of language learning and to make successful intercultural communication consciously or unconsciously choose the strategy of cultural attachment. As the learning process goes on, the level of Chinese improves. It also tries to analyze the changes in the choice of cultural attachment strategies between foreign students and Chinese teachers. On the basis of the research and analysis, the author tries to find and propose that in the process of learning Chinese as a second language, This paper focuses on both the verbal communication in classroom activities and the cultural attachment problem caused by non-verbal communication. Research. Enlighten the teachers of primary Chinese teaching what attitude to the heterogeneous culture, how to improve the teaching method, how to better carry out the culture introduction and how to use the appropriate culture. At the same time, we should train teachers' awareness of cross-cultural communication, overcome the interference of their own culture, and teach language at the same time. By transforming Chinese cultural knowledge into students' intercultural communicative competence, a harmonious view of cross-cultural communication is constructed.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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本文編號(hào)：1507200