三音节“否定义”口语习用语调查分析及教学研究  

Investigation and Analysis of the Trisyllabic “Negative Meaning”Oral Idiom and Its Teaching Research

作　　者：李思旭[1] 聂林 LI Sixu;NIE Lin(School of Chinese Language and Literature,Anhui University,Hefei,Anhui 230039,China)

机构地区：[1]安徽大学文学院

出　　处：《宜宾学院学报》2020年第1期93-100,共8页Journal of Yibin University

基　　金：国家社科基金一般项目“三音节固化词语的词汇化、语法化和构式化研究”(17BYY162);安徽省高校优秀青年人才支持计划重点项目(gxyqZD2017007)

摘　　要：以三音节“否定义”口语习用语为切入点,对口语系列教材《汉语口语》(第三版)中的口语习用语进行调查发现:该套教材中一些口语习用语的中英文注释不准确、出现顺序不合理以及练习形式略显单一。教材编写应注重口语习用语编排的科学性;教师课堂教学需注意口语习用语知识点的归纳和分类,加强情景语境和文化语境的教学;留学生对口语习用语的学习与操练要并重,在日常生活中要敢于积极使用口语习用语。Taking the trisyllabic“negative meaning”oral idiom as an entry point,a survey of the oral idioms in the spoken Chinese textbook Spoken Chinese(third edition)found that:the Chinese and English notes of some oral idioms in this series of textbooks are not accurate,the order of occurrence is not reasonable,and the form of practice is slightly single.The compilation of textbooks should pay attention to the scientific arrangement of oral idioms.Teachers should pay attention to the induction and classification of knowledge points of oral idioms,and strengthen the teaching of situational contexts and cultural contexts.Foreign students should pay equal attention to the study and practice of oral idioms,and dare to actively use oral idioms in daily life.

关 键 词：口语习用语 三音节 否定义 口语教材 教学策略 

分 类 号：H146[语言文字—汉语]