论文部分内容阅读
汉语中许多语言现象和词语的语义含义往往直接或间接地与特定的文化背景相联系。孔子学院汉语教师最大的特点是在非目的语环境授课,其教学过程是教学对象接受中国文化的最直接也是最基本的途径。对于汉语教师来说,教授语言的过程,就是传播文化的过程。而对于学生来说,不了解语言所负载的文化,就无法真正掌握所学习的语言。如果要培养精通中国文化的中高级汉语人才,那么帮助教学对象了解中国深层文化与中国人的文化心理结构是必不可少的。以汉语为第二语言的习得过程是一个充满挑战的过程,需要习得者努力认知客观语言要素、规则,同时又不断理解和掌握其背后的文化内涵。
The semantic meaning of many linguistic phenomena and words in Chinese tends to be directly or indirectly related to a particular cultural context. The most prominent feature of Confucius Institute Chinese teachers is teaching in a non-target language environment. The teaching process is the most direct and basic way for teaching objects to accept Chinese culture. For Chinese teachers, the process of teaching language is the process of spreading culture. For students, they can not really understand the language they are learning without understanding the culture of language. If we need to cultivate middle and senior Chinese talents who are proficient in Chinese culture, it is essential to help the teaching objects to understand the deep culture in China and the cultural and psychological structure of Chinese people. The acquisition process of Chinese as a second language is a challenging process that requires learners to strive to recognize objective language elements and rules while constantly understanding and mastering the cultural connotations behind them.