题名: | 马来西亚华语与普通话词汇差异及相关词汇教学策略 |
姓名: | |
论文语种: | chi |
学科代码: | 045300 |
门类名称: | 专业型学位 |
一级学科名称: | 汉语国际教育硕士 |
专业名称: | |
培养层次: | 硕士 |
学位类型: | 专业型学位 |
作者国别: | 中国 |
学位授予单位: | 华南师范大学 |
院系: | |
第一导师姓名: | |
第一导师单位: | |
论文提交日期: | 2016-09-08 |
论文答辩日期: | 2016-09-08 |
学位授予日期: | 2016-09-08 |
外文题名: | A RESEARCH ON THE DIFFERENCES IN VOCABULARIES BETWEEN MALAYSIAN MANDARIN AND CHINESE MANDARIN AND ON THE STRATEGY OF VOCABULARY TEACHING |
关键词: | |
外文关键词: | Malaysian Mandarin; Chinese Mandarin; vocabulary differences; vocabulary teaching |
论文摘要: |
马来西亚的多元语言背景决定了马来西亚华语与普通话之间存在差异,尤其是表现在词汇上的差异更为明显。这种差异给马来西亚汉语学习者与华语使用者之间的交流增加了困难。本文以马来西亚华语词汇为研究主体,与普通话进行对比研究,从词汇差异的来源出发,对马来西亚华语与普通话存在差异的词汇进行分类。本文通过调查研究,考察马来西亚华语与普通话之间的词汇差异对马来西亚汉语学习者的影响,探讨其给学生造成学习干扰的原因,并提出针对性教学策略。
全文主要内容有:第一章介绍了选题的缘起和意义,对“马来西亚华语”做出了界定,同时归纳总结了前人对马来西亚词汇的研究成果。第二章介绍了马来西亚华语的概况:马来语是马来西亚的国语,英语是官方语言,闽粤方言是强势方言。第三章分析了马来西亚华语与普通话存在词汇差异的原因。从社会发展的层面来看,主要原因与社会发展的需要、民族语言的融合和社会心理需求有关。第四章从词汇差异的来源出发,将马来西亚华语与普通话存在差异的词汇分成四类:来自马来西亚特有文化的词、来自闽粤方言的词、来自马来语和英语的词、和来自古汉语的词。第五章是本次调查研究报告,调查结果显示涉及来自古汉语词语的题目正确率最低,其次是来自闽粤方言的词语。其原因是:部分古汉语词
汇在当地人的语言表达习惯中已经根深蒂固,而闽粤方言是马来西亚的强势方言。本次调查研究还分析了每类词对学生产生学习干扰的原因。学习者对来自马来西亚特有文化的词语不了解主要是因为马来西亚语码混用的现象造成的。来自闽粤方言的词语可分为特有词汇、同形异义、同义异形三种,调查显示学生受同形异义词的困扰更大,主要是因为方言中大部分同形异义词的构词形式与普通话相同但是增加了义项,学习者不清楚在普通话的词汇中并不存在这些被增加的义项。在来自马来语和英语的词汇中,由于部分词汇普通话并不对其进行翻译以及马来西亚华语和普通话在翻译时采用了不同的构词语素而对学生造成了干扰。第六章针对每个类型的词汇对学生学习产生困扰的原因提出相关教学建议,以期为马来西亚地区的汉语作为第二语言的教学提供帮助。第七章结语提出了本文的不足之处。
|
外文摘要: |
The multi-language background of Malaysia determines that there are differences between Malaysian Mandarin and Putonghua, especially in vocabulary. This difference increases the difficulty of communication between Putonghua learners and Mandarin speakers in Malaysia. The main research of this paper is the Malaysian Mandarin vocabulary, which is compared with Putonghua, based on the source of the differences of vocabulary between Malaysian Mandarin and Chinese Mandarin. In this paper, the effects of lexical differences between Malaysian Mandarin and Putonghua will be found out by investigation. Besides, the causes of the interference during learning Mandarin in Malaysia is discussed. At the end, the corresponding teaching strategies are put forward.
The main contents of this paper are: the first chapter introduces the origin and significance of the topic, and makes a definition of Malaysia Mandarin, at the same time, sums up the previous study of the Malaysia vocabulary. The second chapter introduces the general situation of Malaysian Chinese, Malay is the national language of Malaysia, English is the official language, dialects of Fujian and Guangdong is a strong dialect in Malaysia. The third chapter analyzes the reasons of the differences of vocabulary between Malaysian Mandarin and Putonghua. From the perspective of social development, the main reason is the social development needs, the fusion of national culture and social psychological needs. In chapter four, based on the sources of differences in vocabulary, those Malaysian Mandarin words that have differences with Putonghua could be divided into five categories: words from specific Malaysian culture and words derived from Fujian dialect and Cantonese, words translated from the Malaysian words and English words, and words from ancient Chinese words. The fifth chapter is about the survey. The results of survey show that when relating to the topic of ancient Chinese words the percentage of the correct answer is the lowest, the second lowest one is the accuracy of words from Fujian dialect and Guangdong dialect. The reason is that part of the ancient Chinese words in the local language expression has become an expression habits for Malaysian , and Guangdong dialect is a strong dialect in Malaysia which brings profound effects Malaysian Mandarin. This study also analyzes the causes of each type of lexical learning interference for students. The reason of Mandarin learners have difficulties in understanding words comes from specific Malaysian culture is the phenomenon of language code mixing in Malaysia. Words which come from Fujian dialect and Cantonese can be divided into three types--specific vocabulary, homonym, and synonymy. The survey shows that students have greater difficulties in homographs, mainly because the words from dialect mostly add meanings which do not exist in Chinese Mandarin. For the words translated from Malaysian and English, the difficulties for learners come from the differences of translation. Firstly, some of the words are not translated in Chinese Mandarin. Secondly, Chinese Mandarin chooses different characters to formulate a word. The sixth chapter puts forward relevant suggestions according to the learning problems that learners might have for each type of vocabulary. The seventh chapter puts forward the inadequacies of this article.
﹀
|
论文总页数: | 62 |
参考文献总数: | 43 |
资源类型: | 学位论文 |
开放日期: | 2016-05-01 |