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0086 1866 1199 988
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首先,对外汉语教学中所选用的惯用语应当具有积极的导向意义,那些思想内容不健康、导向不正确的惯用语应当禁选。
其次,对外汉语教学中所选用的惯用语应当是存在于当下的,应当“与时俱进”,那些已被时代淘汰掉、失去生命力的惯用语不应再被选用,如“铁饭碗”、“大锅饭”等有特殊时代背景的惯用语,除非是专门介绍时代背景知识,在课文中应当慎用。
最后,对外汉语教学中所选用的惯用语应当是汉语口语中常用的,是能为大多数中国人所理解的,某些方言中偏僻的惯用语,大多数方言区之外的中国人都搞不明白意思,就没有必要选入了。中高级对外汉语教材中惯用语的选择应当考虑惯用语的“熟悉性”这个因素。
惯用语的内部结构形式是多种多样的,包括述宾式、偏正式、主谓式、联合式、述补式、连谓式等。在教学中,并不是要求学习者记住这些结构形式,而是向学习者指明惯用语的内部切分,使学生不至于感到是一串汉字扑面而来,摸不着头脑。帮学习者弄清惯用语的基本内部结构,是向其教授惯用语的最基本的工作。在讲解惯用语时,最好能够用符号将惯用语的内部切分展示给学习者,给学习者一个直观的印象,为其进一步学习和理解惯用语打下一个良好的基础。
对外汉语教学惯用句的选择的注意点：
1.惯用语的语义层面。
惯用语是具有双层语义的特殊语言形式,既有字面意义,又有深层的比喻意义。因此,在讲解惯用语的意义的时候,要两方面兼顾。字面意义是比喻意义理解的凭借和基础。由字面意义向比喻意义的过程,是由生理感受向心理感受的过程。惯用语的比喻意义是惯用语意义的“灵魂”,是惯用语之所以成为“惯用语”的标志,是在口语中所实际运用到的意义,因此,向学习者讲解惯用语的比喻意义是非常重要的。此外引入惯用语的文化意义也很重要。很多惯用语都与中华文化息息相关,讲解如果能结合文化意义,既可以增强学习者的学习兴趣,又能帮助学习者理解和记忆惯用语。
2.惯用语的语用层面。
培养学生的语用能力是对外汉语教学的一个重要方面。惯用语在跨文化交际中具有特殊的意义,因为就汉语惯用语来说,其来源蕴含了丰富的文化内容。那么如何使不同文化背景的外国学习者能准确运用惯用语,不发生语用失误也就成了对外汉语教学的一个重要课题。所以,在向学习者讲解了惯用语的字面意义和比喻意义之后,最重要的是要教给学习者在交际中如何正确使用惯用语,这是对外汉语教学惯用语教学的最终目的。
