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題 名 | 論對外漢語跨文化隱喻教學=Discussing Cross-cultural Metaphor Teaching in Teaching Chinese as a Second Language |
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作 者 | 呂緯青; | 書刊名 | 華語文教學研究 |
卷 期 | 9:2 2012.06[民101.06] |
頁 次 | 頁59-76 |
分類號 | 802.033 |
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; |
語 文 | 中文(Chinese) |
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. |
本系統中英文摘要資訊取自各篇刊載內容。