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汉语教材词语注解中文化因素的呈现
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明 赵,
语言学及应用语言学博士，任职于北京大学对外汉语教育学院，研究兴趣主要为汉语作为第二语言文化因素教学。
Published/Copyright:
November 6, 2012
提要
语言与文化相融的特性决定了汉语教材中词语注解也具有跨文化属性。通过对目前较典型的中级汉语教材的分析发现，目前汉语教材的词语注解中存在着忽略词语的文化意义、文化意义呈现不够充分或未能提供与文化有关的例证等问题。这些问题的出现，原因主要在于忽略文化层级性、忽视文化意义的隐含性和教材编者主体的失误。要解决这些问题，汉语教材词语注解涉及文化因素时则应遵循“适度、有效、优先、多维”的原则，也在多个方面还存在可完善和改进之处。
About the author
博士 明 赵,
语言学及应用语言学博士，任职于北京大学对外汉语教育学院，研究兴趣主要为汉语作为第二语言文化因素教学。
Published Online: 2012-11-06
Published in Print: 2012-11-13
©[2012] by Walter de Gruyter Berlin Boston
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Articles in the same Issue
- Masthead
- L2 acquisition of the progressive marker zai in Mandarin Chinese
- A study on Chinese-character learning strategies and character learning performance among American learners of Chinese
- When in China, do as the Chinese do? Learning compliment responding in a study abroad program
- Abstracts of the English papers in Chinese
- 汉语的主观情态和客观情态
- 加拿大大学生汉语语音成功习得策略—兼论语言习得关键期假说
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