非汉字文化圈留学生的汉字习得研究
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摘要
随着全球“汉语热”的升温,对外汉语教学迅猛发展起来,逐步形成了以培养学生听、说、读、写等交际能力为主要教学目的的教学倾向。汉字教学,作为对外汉语教学不可或缺的一环,开始受到人们的关注。
世界上第二语言学习者普遍认为,汉字是最难写的字。这在某种程度上表明,汉字是外国学生学习汉语的最大障碍,汉字教学是对外汉语教学的难点和薄弱点。要解决这个难点,需要加强对外汉字教学的研究,而过去对它研究不够从上世纪九十年代后期开始,如何提高来自非汉字文化圈留学生学习汉字的效率,进而提升对外汉语教学水平成为对外汉语教学界研究的热点之一。因此,本人试图从汉字本身和第二语言习得规律出发,在对外汉语汉字教学理论和方法等方面进行研究,旨在为对外汉语教学,特别是对外汉字教学研究提供一些思路和方案。
In recent several decades,teaching Chinese as a foreign language( TCFL) has got a flourishing development. However,teaching Chinese character to foreigners( TCCF) has always been a weak link in TCFL. In order to discuss why Chinese character is difficult to learn and why people think less of teaching Chinese character,we can think about the relations between language and writing. Because of being effected by western linguistics during teaching process , writing has been regarded as language’s appendage,which is secondary, for along time.That teaching idea has got a negative influence on TCCF.
This thesis orients from the Present situation of TCCF and tries to find out the reason why Chinese character is hard to learn and teach, Proposes a new teaching mode through discussing the relations between Chinese character and Chinese language, then integrates teaching methods with teaching experiences to extract the reasonable factors,and gives some teaching suggestions
世界上第二语言学习者普遍认为,汉字是最难写的字。这在某种程度上表明,汉字是外国学生学习汉语的最大障碍,汉字教学是对外汉语教学的难点和薄弱点。要解决这个难点,需要加强对外汉字教学的研究,而过去对它研究不够从上世纪九十年代后期开始,如何提高来自非汉字文化圈留学生学习汉字的效率,进而提升对外汉语教学水平成为对外汉语教学界研究的热点之一。因此,本人试图从汉字本身和第二语言习得规律出发,在对外汉语汉字教学理论和方法等方面进行研究,旨在为对外汉语教学,特别是对外汉字教学研究提供一些思路和方案。
In recent several decades,teaching Chinese as a foreign language( TCFL) has got a flourishing development. However,teaching Chinese character to foreigners( TCCF) has always been a weak link in TCFL. In order to discuss why Chinese character is difficult to learn and why people think less of teaching Chinese character,we can think about the relations between language and writing. Because of being effected by western linguistics during teaching process , writing has been regarded as language’s appendage,which is secondary, for along time.That teaching idea has got a negative influence on TCCF.
This thesis orients from the Present situation of TCCF and tries to find out the reason why Chinese character is hard to learn and teach, Proposes a new teaching mode through discussing the relations between Chinese character and Chinese language, then integrates teaching methods with teaching experiences to extract the reasonable factors,and gives some teaching suggestions
引文
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[26]程裕祯.中国文化要略[M].外语教学与研究出版社,1998.
[27]李燕,康加深.现代汉语形声字声符研究[M],陈原主编:现代汉语用字信息分析.上海教育出版社,1993.
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[30]肖奚强.外国学生汉字偏误分析[M].世界汉语教学,2002.
[31]徐子亮.汉语作为外语教学的认知理论研究[M].华语教学出版社,2000.
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[35]国家对外汉语领导小组办公室.高等学校外国留学生汉语教学大纲长期进修(附件).北京:北京语言文化大学出版社,2002.
[36]柯彼德.汉语拼音在国际汉语教学中的地位和运用[J].世界汉语教学,2003,(3).
[37]刘珣.新实用汉语课本.北京:北京语言文化大学出版社,2003.
[38]赵倩.对外汉字教学研究[D],2009.
[39]赵元任.通字方案.北京:商务印书馆,1983.
[40]费锦昌.对外汉字教学的特点、难点及其对策[J].北京大学学报(哲学社会科学版),1998,(3).
[41]潘先军.论对外汉字教学的层次性[J].汉字文化,2005,(4).
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[43] Anderson,J. R. Cognitive Psychology and its implications. San Francisco:W. H. Fremen and Company,1980.
[44] Corbeil,G. Successful and less successful language learners:Differences in how they process information. Journal of the Atlantic Provinces Linguistic Association,11,131-145,1990.
[45] Marrie,B,&Nettan,J. E. Communication strategies. Canadian Modern Language Review 47,442-462,1991.
[2]马建忠.马氏文通[M].商务印书馆,1983.
[3]陆俭明.八十年代语法研究[M].商务印书馆,1993.
[4]徐通锵.语义句法色议[M].河南教育出版社,1993.
[5]郭芹纳.训话学[M].高等教育出版社,2005.
[6]唐汉.中国汉字学批判[M].东方出版社,2005.
[7]苏培成.二十世纪的现代汉字研究[M].书海出版社,2001.
[8]李思维,王昌茂.汉字形音学[M].华中师范大学出版社,2000.
[9]王力.古代汉语[M].中华书局,1999. [l0]王力.新训话学[C].中华书局,1985.
[11]叶蜚声,徐通锵.语言学纲要[M].北京大学出版社,2002.
[12]刘珣.对外汉语教学引论[M].北京语言文化大学出版社,2000.
[13]黄伯荣,廖序东.现代汉语[M].高等教育出版社,2002.
[14]张静贤.现代汉字教程[M].现代出版社,1992.
[15]邢福义.对外汉语教学回眸与思考[M].北京:外语教学与研究出版社,2000.
[16]崔永华.对外汉语教学的教学研究[M].北京:外语教学与研究出版社,2005.
[17]马真.现代汉语虚词研究方法论[M].北京:商务印书馆,2004.
[18]杨寄洲.对外汉语教学初级阶段教学大纲[M].北京语言文化大学出版社,1999.
[19]杨寄洲.对外汉语本科系列教材[M].北京语言文化大学出版社,1999.
[20]吕必松.对外汉语教学发展概要[M].北京:北京语言学院出版社,1990.
[21]吕必松.对外汉语教学研究[M].北京:北京语言学院出版社,1993.
[22]王德春.语言学通论[M].南京:江苏教育出版社,1990.
[23]赵贤州,陆有仪.对外汉语教学通论[M].上海:上海外语教育出版社,1996.
[24]陈汝东.对外汉语修辞学[M].南宁:广西教育出版社,2000.
[25]黄侃述,黄悼编.文字声韵训话笔记[M].上海古籍出版社,1983.
[26]程裕祯.中国文化要略[M].外语教学与研究出版社,1998.
[27]李燕,康加深.现代汉语形声字声符研究[M],陈原主编:现代汉语用字信息分析.上海教育出版社,1993.
[28]李燕,魏励.现代汉语形声字研究[M].语言文字应用,1992.
[29]卞觉飞.汉字教学:教什么?怎么教?[M].语言文字应用,1999,(1).
[30]肖奚强.外国学生汉字偏误分析[M].世界汉语教学,2002.
[31]徐子亮.汉语作为外语教学的认知理论研究[M].华语教学出版社,2000.
[32]殷凌燕.论对外汉字教学中的部件教学[J],云南师范大学学报(对外汉语教学与研究版),2004,(2).
[33]朱志平.汉字构形学说与对外汉字教学[J].语言教学与研究,2002,(4).
[34]杜维东.错别字辨析手册.华文出版社,2003.
[35]国家对外汉语领导小组办公室.高等学校外国留学生汉语教学大纲长期进修(附件).北京:北京语言文化大学出版社,2002.
[36]柯彼德.汉语拼音在国际汉语教学中的地位和运用[J].世界汉语教学,2003,(3).
[37]刘珣.新实用汉语课本.北京:北京语言文化大学出版社,2003.
[38]赵倩.对外汉字教学研究[D],2009.
[39]赵元任.通字方案.北京:商务印书馆,1983.
[40]费锦昌.对外汉字教学的特点、难点及其对策[J].北京大学学报(哲学社会科学版),1998,(3).
[41]潘先军.论对外汉字教学的层次性[J].汉字文化,2005,(4).
[42]汉语水平词汇与汉字等级大纲[M].北京:北京语言文化大学出版社,国家对外汉语教学领导小组办公室汉语水平考试部,1992.
[43] Anderson,J. R. Cognitive Psychology and its implications. San Francisco:W. H. Fremen and Company,1980.
[44] Corbeil,G. Successful and less successful language learners:Differences in how they process information. Journal of the Atlantic Provinces Linguistic Association,11,131-145,1990.
[45] Marrie,B,&Nettan,J. E. Communication strategies. Canadian Modern Language Review 47,442-462,1991.