论文部分内容阅读
在对外汉语教学实践当中,汉字教学一直以来被认为是较为困难的环节。这一点在以拼音文字为母语的学习者身上体现得更为明显。本文力图在理论层面上突破汉字教学的这种困境,为其建立一个具有一定说服力的理论范式。就现代语言符号学理论基础而言,具有元语言功能的比喻成就了语言符号同其所指之间的连接。以此为基础,本文提出这样一个基本观点,即这种比喻性连接在不同语言符号之间同样存在,并且构成不同语言之间能够互相置换的心理学基础。以此为前提,在英语语境下,要完成中英文之间的比喻性连接,汉字教学理论就需要为汉语文化、汉字结构和偏旁等方面的内容进行合法性论证。本论文综合了西方现代语言符号学观点,以及汉语典籍中关于汉字产生及其意义的原始材料,对上述内容作出了相应的论证,以期能够最终为对外汉字教学实现理论性的突破。
In the practice of teaching Chinese as a foreign language, Chinese teaching has always been considered as a more difficult link. This is more evident in learners who use pinyin as their mother tongue. This article tries hard to break through the dilemma of teaching Chinese characters at the theoretical level and establish a convincing theoretical paradigm. As far as modern linguistic semiotic theory is concerned, metaphors with meta-linguistic functions make the connections between linguistic symbols and their meanings. Based on this, this paper proposes the basic idea that this figurative connection also exists between different linguistic symbols and forms the basis of psychology that different languages can replace each other. Based on this premise, in English context, to complete the metaphorical connection between Chinese and English, Chinese teaching theory needs to prove the legitimacy of Chinese culture, Chinese character structure and radical. This dissertation synthesizes the viewpoints of western modern linguistic semiotics and the original materials about the production and significance of Chinese characters in Chinese classics, and makes the corresponding argument to the above contents in the hope of achieving a theoretical breakthrough in the teaching of Chinese as a foreign language.