论对韩汉语成语教学参照表的制定
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摘要
随着中国在国际社会地位的提高,汉语国际推广事业不断深入,汉语教学也由国内教学一枝独秀的局面逐渐发展为国内国外并驾齐驱的局面。此外,汉语学习者的背景也越来越多元化,单一的教材已不能满足多元化的学习需要,所以“因地制宜”和“因材施教”在对外汉语教学的过程中也显得愈发重要。与此同时,对外汉语教学国别化的呼声渐高,但作为教学内容载体的教材研发速度缓慢,国别化教材甚少；词汇表作为语言教学总体设计、教材编写、课堂教学和水平测试的主要依据,汉语国别化方面的实践成果也是鳞毛凤角。本文从国别化词汇表研究、制定的角度出发,选择词汇的重要组成部分成语作为研究对象,探讨成语教学的有效方法,这些分析与研究对教师的教学与学生的学习都有积极的意义。
成语是汉语词汇中较为特殊的一类,其数量多、意义凝练、哲理丰富,广泛用于现代汉语的书面语和口语中,一直是留学生的兴趣和难点所在。另一方面,随着新的汉语水平考试制度推行,成语的重要性将随着HSK口语和写作地位的提高更加显著；此外,词汇表需要随着时代的变化而更新已是学界认定的事实。所以制定具有时代性、针对性的成语词汇表也是势在必行的。因此,怎样制定具有时代性、针对性的成语词汇表就成为了急需探讨的问题。本文在文献研究的基础上,按照母语语料、中介语语料、教材语料三个方面进行了语料的收集。此外,充分考虑了时代背景、韩国文化背景和韩语语言背景下学习者的特点和需要,以期寻求两种语言和文化之间的契合点,并努力将之与教学实践相结合,推动成语教学的进一步深入。
本文认为韩语能力考试(TOPIK)和HSK性质类似,该考试中出现的成语也较有代表性,故将此部分纳入语料范围；教材语料方面,笔者选择了韩国本土出版的较有权威性的韩语教材和流通度较高、广泛使用的汉语教材作为备选语料,从中筛选出在韩语教学和汉语教学中出现的高频成语；此外,本文在文献研究的基础上,结合由“中国主流报纸动态流通语料库(DCC)”得出的高频成语,以及韩国“(?)”发布的年度成语,筛选出了日常交际使用频率较高的成语。上述三部分构成了作者预想的对韩汉语成语教学参照表的主体部分,其中既包括现代汉语中使用频率较高的成语,也包括韩语中出现的高频汉字成语((?))。此外,作者在韩国又石大学孔子学院担任汉语志愿者教师期间,以又石大学中文专业的教师和学生为对象,通过调查问卷和访谈的形式对教师、学习者、教材三个要素的进行了调查分析,发现针对韩国学生的成语教学过程中以及学生学习成语过程中的一些问题,也发现了教材对成语处理方式上的不当之处。加之,中国与韩国一衣带水,文化、语言上有千丝万缕的联系,成语作为语言的重要组成部分,既有其相似之处,也有不同之处。这对处于汉语文化圈影响下的韩国汉语学习者既有有利的一面,也会产生一些不利的影响。本文综合分析上述因素,对在成语教学过程中如何趋利避害,避免母语负迁移的影响,进行了一些分门别类的探讨。
With the improvement of China's status in the international community, and the deepening of Chinese international promotion, the Chinese language teaching has gradually developed from a thriving domestic-only teaching situation into an equally blossom at home and abroad. In addition, the background of Chinese learners has become increasingly diverse. Single-typed textbook cannot meet the learning needs of a wide range of learners. It has thus been more and more important to pay attention to "local conditions" and "individualization" in TCFL process. Meanwhile, the voices of making Chinese-teaching a county specific activity is getting higher. However, the pace of research progress of textbook that as carrier materials of teaching content is very slow and the amount of country specific textbooks is very little. Plus, the country specific practice of the vocabulary which is the main basis of the overall design of a language teaching, teaching materials, classroom instruction and proficiency tests is also rare. The author began from the research and establishment of the country specific vocabulary, and selected an important part of the vocabulary-idioms as the object of study, to prepare for the purposes of further research.
Idiom is a special family in the Chinese vocabulary with a large number and a concise and philosophical meaning, which is widely used in modern written and spoken Chinese. It has long been interesting but difficult for foreign students. What's more, with the new HSK system implementation, through which the status of HSK speaking and writing became higher, the importance of idioms has become increasingly obvious. In addition, it has already been an academia confirmation that the vocabulary needs to be updated as time changes. Therefore, it is now an urgent need to establish an updated and targeted idioms table. Nevertheless, how to do that is an imperative question. On the basis of literature research, this essay collected corpus from the mother tongue corpus, the interlanguage corpus, and the textbook corpus three major aspects. In addition, this essay also took full account of the characteristics and needs of the learners in the Korea history, culture and language background, in order to seek the meeting point between the two languages and cultures. The Author think the idiom took place in the Test of Proficiency in Korean (TOPIK), which in nature is similar to the HSK, is more representative, so this section is included in the corpus range. In the aspect of textbook corpus, the author chose the authoritative Korean Chinese teaching materials in the high-frequency idioms as alternative corpus; Except, in accordance with the mainstream Chinese newspapers Dynamic Circulation Corpus (DCC), the author obtained the high-frequency idioms, and then filter out a portion of high-frequency idioms as idioms for the students'Chinese language teaching in South Korea, which includes both the ones frequently used in modern Chinese, and the ones appears Korean language. In addition, through the form of questionnaires and interviews, this essay investigate and analyze from teachers, learners, and teaching materials three elements, and found problems in Chinese idioms teaching, as well as in students'idioms learning, and also found processing problems in textbooks. China and South Korea are close neighbors, whose culture and language are inextricably linked. Being an important part of a language, the idioms are both in their similarities and differences. This therefore can be positive to the Korean students who are in Chinese cultural circles, but there would also be some adverse effects. This essay explored the teaching methods of idioms with categorization, in order to answer the questions of how to take full advantage of the favorable conditions, and to avoid the negative migration of the mother tongue.
成语是汉语词汇中较为特殊的一类,其数量多、意义凝练、哲理丰富,广泛用于现代汉语的书面语和口语中,一直是留学生的兴趣和难点所在。另一方面,随着新的汉语水平考试制度推行,成语的重要性将随着HSK口语和写作地位的提高更加显著；此外,词汇表需要随着时代的变化而更新已是学界认定的事实。所以制定具有时代性、针对性的成语词汇表也是势在必行的。因此,怎样制定具有时代性、针对性的成语词汇表就成为了急需探讨的问题。本文在文献研究的基础上,按照母语语料、中介语语料、教材语料三个方面进行了语料的收集。此外,充分考虑了时代背景、韩国文化背景和韩语语言背景下学习者的特点和需要,以期寻求两种语言和文化之间的契合点,并努力将之与教学实践相结合,推动成语教学的进一步深入。
本文认为韩语能力考试(TOPIK)和HSK性质类似,该考试中出现的成语也较有代表性,故将此部分纳入语料范围；教材语料方面,笔者选择了韩国本土出版的较有权威性的韩语教材和流通度较高、广泛使用的汉语教材作为备选语料,从中筛选出在韩语教学和汉语教学中出现的高频成语；此外,本文在文献研究的基础上,结合由“中国主流报纸动态流通语料库(DCC)”得出的高频成语,以及韩国“(?)”发布的年度成语,筛选出了日常交际使用频率较高的成语。上述三部分构成了作者预想的对韩汉语成语教学参照表的主体部分,其中既包括现代汉语中使用频率较高的成语,也包括韩语中出现的高频汉字成语((?))。此外,作者在韩国又石大学孔子学院担任汉语志愿者教师期间,以又石大学中文专业的教师和学生为对象,通过调查问卷和访谈的形式对教师、学习者、教材三个要素的进行了调查分析,发现针对韩国学生的成语教学过程中以及学生学习成语过程中的一些问题,也发现了教材对成语处理方式上的不当之处。加之,中国与韩国一衣带水,文化、语言上有千丝万缕的联系,成语作为语言的重要组成部分,既有其相似之处,也有不同之处。这对处于汉语文化圈影响下的韩国汉语学习者既有有利的一面,也会产生一些不利的影响。本文综合分析上述因素,对在成语教学过程中如何趋利避害,避免母语负迁移的影响,进行了一些分门别类的探讨。
With the improvement of China's status in the international community, and the deepening of Chinese international promotion, the Chinese language teaching has gradually developed from a thriving domestic-only teaching situation into an equally blossom at home and abroad. In addition, the background of Chinese learners has become increasingly diverse. Single-typed textbook cannot meet the learning needs of a wide range of learners. It has thus been more and more important to pay attention to "local conditions" and "individualization" in TCFL process. Meanwhile, the voices of making Chinese-teaching a county specific activity is getting higher. However, the pace of research progress of textbook that as carrier materials of teaching content is very slow and the amount of country specific textbooks is very little. Plus, the country specific practice of the vocabulary which is the main basis of the overall design of a language teaching, teaching materials, classroom instruction and proficiency tests is also rare. The author began from the research and establishment of the country specific vocabulary, and selected an important part of the vocabulary-idioms as the object of study, to prepare for the purposes of further research.
Idiom is a special family in the Chinese vocabulary with a large number and a concise and philosophical meaning, which is widely used in modern written and spoken Chinese. It has long been interesting but difficult for foreign students. What's more, with the new HSK system implementation, through which the status of HSK speaking and writing became higher, the importance of idioms has become increasingly obvious. In addition, it has already been an academia confirmation that the vocabulary needs to be updated as time changes. Therefore, it is now an urgent need to establish an updated and targeted idioms table. Nevertheless, how to do that is an imperative question. On the basis of literature research, this essay collected corpus from the mother tongue corpus, the interlanguage corpus, and the textbook corpus three major aspects. In addition, this essay also took full account of the characteristics and needs of the learners in the Korea history, culture and language background, in order to seek the meeting point between the two languages and cultures. The Author think the idiom took place in the Test of Proficiency in Korean (TOPIK), which in nature is similar to the HSK, is more representative, so this section is included in the corpus range. In the aspect of textbook corpus, the author chose the authoritative Korean Chinese teaching materials in the high-frequency idioms as alternative corpus; Except, in accordance with the mainstream Chinese newspapers Dynamic Circulation Corpus (DCC), the author obtained the high-frequency idioms, and then filter out a portion of high-frequency idioms as idioms for the students'Chinese language teaching in South Korea, which includes both the ones frequently used in modern Chinese, and the ones appears Korean language. In addition, through the form of questionnaires and interviews, this essay investigate and analyze from teachers, learners, and teaching materials three elements, and found problems in Chinese idioms teaching, as well as in students'idioms learning, and also found processing problems in textbooks. China and South Korea are close neighbors, whose culture and language are inextricably linked. Being an important part of a language, the idioms are both in their similarities and differences. This therefore can be positive to the Korean students who are in Chinese cultural circles, but there would also be some adverse effects. This essay explored the teaching methods of idioms with categorization, in order to answer the questions of how to take full advantage of the favorable conditions, and to avoid the negative migration of the mother tongue.
引文
[1]作者对对话内容进行了二次加工,改正了对话中出现的语法错误。
[2]商务印书馆,2008年。
[3]一般认为,当说话人在言语交际中使用了符号关系正确的句子,但说话方式不妥、表达不合习惯等,具体说来,说话人不自觉地违反了人际规范、社会规约,或者不合时间空间、不看对象、不顾交际双方的身份、地位、场合等,违背目的语特有的文化价值观念,使交际行为中断或失败,导致交际不能取得预期效果或达到完满的交际效果,这样性质的错误就叫语用失误(托马斯1983：91；何自然一1997：205；钱冠连1997：223；张巨文2000)。
[4]选自《新华成语词典》第5页。
[5]选自《新华成语词典》第5页。
[6]《初级汉语》(上、下)、《中级汉语》(上、下)、《高级汉语》(上下)
[7]《博雅汉语》系列教材北京大学出版社；第1版(2005年2月1日)初级起步篇工：零起点学生；初级起步篇II：适合已经掌握500左右生词的学生使用；准中级加速篇：基本掌握汉语甲级词汇和语法的学习者；中级冲刺篇：适合于掌握了3000左右词汇、由中级向高级冲刺的留学生；高级飞翔篇：中等水平以上的汉语学习者
[8]选自《新实用汉语》第225页。
[9]本文参照了近几年国家语言资源监测与研究中心中国语言生活状况报告(20072009),在这里只列举了2008年的语言生活状况报告。
[10]笔者将“出人意料”等同于“出乎意料”
[11]韩国语能力考试(TOPIK)是韩国教育部主办的旨在测评外国学生韩国语学习水平、为外国人在韩国学习就业提供语言能力评估的考试。从第9届开始,韩国语能力考试英文名称改为TOPIK(Test of Proficiency In Korean),韩国语能力考试与现行惯例维持6等级体制,但从2006年开始试题从现行6种(1级-6级)变更为3种(初级、中级、高级)
[12]韩语侧重于不可能实现的空道理,汉语侧重于空谈道理、只说不干。但大体上都指空谈大道理,意思相近。
[13]易地而处侧重于之交换所处的位置,韩语中的(?)(易地思之)则还包含了换位思考这一层意思。
[14]鹤立鸡群侧重于形容词性质,而(?)(群鸡一鹤)兼具名词和形容词的性质。
[15]青梅竹马多形容男女间幼时的亲密感情。(?)(竹马故友)则没有特指男女这一层意思。
[16]孤注一掷侧重比喻在危机时刻用尽所有力量做最后一次冒险,(?)(窮馀之策)的意思则侧重于在走投无路时的无奈之举,具有名词性质。
[17]韩语中有(?)(故事成语),此类成语较为适合用典故法讲授,既能帮助学生理解成语的意义,同时也能涉及到文化的内容。
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[4]曾小兵、邱丽娜、张普2010中介语语料库中成语的使用情况调查与分析,《汉语国际教育“三教”问题探索——第六届对外汉语学术研讨会论文集》,外语教学与研究出版社
[5]全香兰《鲜语汉字成语和与之相对应的汉字成语之间的差异及其产生的原因》[J]延边大学学报,1999
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[19]劳培萱.对外汉语教材中的成语研究[J].现代语文(语言研究),2009,(5)
[20]潘先军.简论对外汉语教学中的成语问题[J].汉字文化,2006,(1)
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[22]刘长征,秦鹏.基于中国主流报纸动态流通库(DCC)的成语使用情况的调查[J].语言文字应用,2007,(3)
[23]洪波.2003对外汉语单语成语学习辞书编纂的几个问题[J].云南师范大学学报2008,(6)
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[2]商务印书馆,2008年。
[3]一般认为,当说话人在言语交际中使用了符号关系正确的句子,但说话方式不妥、表达不合习惯等,具体说来,说话人不自觉地违反了人际规范、社会规约,或者不合时间空间、不看对象、不顾交际双方的身份、地位、场合等,违背目的语特有的文化价值观念,使交际行为中断或失败,导致交际不能取得预期效果或达到完满的交际效果,这样性质的错误就叫语用失误(托马斯1983：91；何自然一1997：205；钱冠连1997：223；张巨文2000)。
[4]选自《新华成语词典》第5页。
[5]选自《新华成语词典》第5页。
[6]《初级汉语》(上、下)、《中级汉语》(上、下)、《高级汉语》(上下)
[7]《博雅汉语》系列教材北京大学出版社；第1版(2005年2月1日)初级起步篇工：零起点学生；初级起步篇II：适合已经掌握500左右生词的学生使用；准中级加速篇：基本掌握汉语甲级词汇和语法的学习者；中级冲刺篇：适合于掌握了3000左右词汇、由中级向高级冲刺的留学生；高级飞翔篇：中等水平以上的汉语学习者
[8]选自《新实用汉语》第225页。
[9]本文参照了近几年国家语言资源监测与研究中心中国语言生活状况报告(20072009),在这里只列举了2008年的语言生活状况报告。
[10]笔者将“出人意料”等同于“出乎意料”
[11]韩国语能力考试(TOPIK)是韩国教育部主办的旨在测评外国学生韩国语学习水平、为外国人在韩国学习就业提供语言能力评估的考试。从第9届开始,韩国语能力考试英文名称改为TOPIK(Test of Proficiency In Korean),韩国语能力考试与现行惯例维持6等级体制,但从2006年开始试题从现行6种(1级-6级)变更为3种(初级、中级、高级)
[12]韩语侧重于不可能实现的空道理,汉语侧重于空谈道理、只说不干。但大体上都指空谈大道理,意思相近。
[13]易地而处侧重于之交换所处的位置,韩语中的(?)(易地思之)则还包含了换位思考这一层意思。
[14]鹤立鸡群侧重于形容词性质,而(?)(群鸡一鹤)兼具名词和形容词的性质。
[15]青梅竹马多形容男女间幼时的亲密感情。(?)(竹马故友)则没有特指男女这一层意思。
[16]孤注一掷侧重比喻在危机时刻用尽所有力量做最后一次冒险,(?)(窮馀之策)的意思则侧重于在走投无路时的无奈之举,具有名词性质。
[17]韩语中有(?)(故事成语),此类成语较为适合用典故法讲授,既能帮助学生理解成语的意义,同时也能涉及到文化的内容。
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