篇名 |
論對外漢語跨文化隱喻教學
|
---|---|
並列篇名 | Discussing Cross-cultural Metaphor Teaching in Teaching Chinese as a Second Language |
作者 | 呂緯青 |
中文摘要 | 隱喻能力是語言能力的重要組成部分,在對外漢語教學當中,跨文化隱喻能力實可作為衡量學習者漢語水平等級的重要指標,然則對外漢語教學界在此一方面的討論目前尚十分缺乏。本文主要探討基於教師的對外漢語跨文化隱喻教學,旨在強調教師應提高自身的跨文化隱喻知識和教學能力,特別是對學習者出現的跨文化隱喻負遷移情況能持寬容態度,避免僅從漢語的隱喻方式和思維習慣出發,而抹殺學習者跨文化隱喻的創造力和語言表達的積極性。這樣,方能在語言教學與習得的過程中更好地實現跨文化交流互動,以及提升語言表達能力。 |
英文摘要 | Metaphorical Competence is an important part of language competence. In teaching Chinese as a foreign language, cross-cultural metaphorical competence is essential for examining a person's Chinese proficiency level. Nevertheless, the concept of cross-cultural metaphor is rarely mentioned when learning how to teach Chinese as a second language. This paper focuses on cross-cultural metaphor teaching, suggesting that it is necessary for Chinese language teachers to acquire knowledge about cross-cultural metaphors and therefore enhance his or her ability to teach the language. Specifically, teachers should be tolerant when facing negative transfer cases of learner's cross-cultural metaphor, and be cautious not to think only of the Chinese metaphor patterns or stereotype idioms. Otherwise, this may consequently lead to prevent the learner from achieving the cross-cultural metaphorical creativity or the active use of the Chinese language. The suggestions mentioned above aim to achieve a better cross-cultural communication in the interaction between teaching and learning Chinese, and thereby to improve the learner's expression ability of the language. |
起訖頁 | 59-76 |
關鍵詞 | 隱喻能力、隱喻教學、對外漢語、跨文化隱喻、Metaphorical competence、Metaphor teaching、Teaching Chinese as a foreign language、Cross-cultural metaphor |
刊名 | 華語文教學研究 |
期數 | 201206 (9:2期) |
出版單位 | 世界華語文教育學會 |
該期刊 上一篇
| 華語問候語的文化背景與其跨文化教學 |
該期刊 下一篇
| 對應於歐洲共同架構的華語詞彙量 |