本文選題：隱喻理論 + 成語(yǔ)教學(xué)　； 參考：《遼寧大學(xué)》2013年碩士論文

【摘要】：近幾年來(lái)，成語(yǔ)教學(xué)問(wèn)題越來(lái)越引起了對(duì)外漢語(yǔ)教學(xué)界的關(guān)注。眾多研究課題中，關(guān)于對(duì)外漢語(yǔ)成語(yǔ)教學(xué)中如何避免出現(xiàn)漢語(yǔ)動(dòng)物喻人類成語(yǔ)理解和應(yīng)用上的偏誤，更是一項(xiàng)聚焦度較高課題。關(guān)于這一課題來(lái)說(shuō)，相關(guān)的文章雖然比較多，但是不足的是這些文章大都是零散的，泛泛地來(lái)談某些方面，很少有深入下去的系統(tǒng)的成熟的研究成果。正是因?yàn)檫@一原因，本文借助當(dāng)前方興未艾的隱喻理論，立足于英漢比較，動(dòng)物成語(yǔ)喻人這一角度來(lái)談，并緊密結(jié)合留學(xué)生在學(xué)習(xí)和使用中出現(xiàn)的偏誤現(xiàn)象進(jìn)行了專門研究。文章以服務(wù)對(duì)外漢語(yǔ)成語(yǔ)教學(xué)為目標(biāo)，嘗試性地提出了能夠解決教學(xué)實(shí)際問(wèn)題的觀點(diǎn)。 文章的主要內(nèi)容包括如下幾個(gè)具體方面： 第一，本文以英漢成語(yǔ)為中心，以隱喻相關(guān)理論為理論支撐。探討英漢動(dòng)物喻人的異同和隱喻的民族性，即隱喻的民族特殊性。每個(gè)民族都有自己民族心理的歷史積淀和深層結(jié)構(gòu),每個(gè)人都有本國(guó)、本民族、本地域的心里遺傳,由此決定了他的精神氣質(zhì)、思維方式乃至價(jià)值取向等。第二，在語(yǔ)言實(shí)踐中，人們常常把其所熟悉的動(dòng)物特征引用到人類的生活中來(lái)。因此,隱喻具有不同的民族特點(diǎn)和差異。這就造成了英漢兩個(gè)民族在動(dòng)物意象的選取上的差異。因此成語(yǔ)復(fù)雜的構(gòu)詞方式和它深厚的文化含義總是令許多外國(guó)學(xué)生學(xué)起來(lái)感到力不從心。造成學(xué)生在學(xué)習(xí)上產(chǎn)生很多偏誤。第三，本文在總結(jié)前人的相關(guān)研究的基礎(chǔ)上，從目前眾多的動(dòng)物喻人的成語(yǔ)中挑選出一部分進(jìn)行調(diào)查研究，從中找出一些問(wèn)題的原因。并從教學(xué)實(shí)踐的角度提出了幾點(diǎn)嘗試性建議，希望能對(duì)漢語(yǔ)成語(yǔ)教學(xué)有所幫助。最后，，漢語(yǔ)動(dòng)物喻人成語(yǔ)能夠得到正確的運(yùn)用有利于對(duì)外漢語(yǔ)教學(xué)的深入開(kāi)展，也有利于跨文化交際的順利進(jìn)行,更是對(duì)該領(lǐng)域有著重要的應(yīng)用價(jià)值和實(shí)踐意義。
[Abstract]:In recent years, the problem of idiom teaching has attracted more and more attention in the field of teaching Chinese as a foreign language. In many research topics, it is more focused on how to avoid the errors of Chinese idiom understanding and application in the teaching of Chinese idioms. But what is insufficient is that most of these articles are scattered and generally talk about some aspects, and there are few mature and mature research results. It is because of this reason that this article, with the help of the contemporary metaphor theory, is based on the English and Chinese comparison, the animal idioms are metaphorical, and closely combines with the students in learning and learning. In order to serve the teaching of idioms in Chinese as a foreign language, the paper aims at the teaching of idioms in Chinese as a foreign language, and attempts to put forward a point of view that can solve the practical problems of teaching.
The main contents of the article include the following specific aspects:
First, this paper, taking English and Chinese idioms as the center and based on the theory of metaphorical related theory, explores the similarities and differences between Chinese and English animals and the ethnicity of metaphor, that is, the ethnic particularity of metaphor. Each nation has its historical accumulation and deep structure of its own national psychology. His spirit, the way of thinking and even the value orientation. Second, in language practice, people often refer to their familiar animal characteristics to human life. Therefore, metaphor has different ethnic characteristics and differences. This leads to the difference in the choice of animal meaning between the two ethnic groups in English and Chinese. Therefore, the complex word formation of idioms is made. The way and its profound cultural meaning always make many foreign students hard to learn. It causes a lot of errors in the study. Third, on the basis of the previous studies of previous studies, this paper selects a part of the study from the present many idioms of animal metaphor to find out the reasons for some problems. And from the perspective of teaching practice, some tentative suggestions are put forward in the hope of helping the teaching of Chinese idioms. Finally, the correct application of the Chinese idiom is beneficial to the development of the teaching of Chinese as a foreign language, and is also beneficial to the smooth progress of intercultural communication. It also has important application value and reality in this field. Practice meaning.

【學(xué)位授予單位】：遼寧大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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