摘要
本文以俄罗斯学生汉语话语标记习得和使用情况为基础，从社会距离和心理距离两个角度探讨话语标记习得的文化迁移模式。努力营造和利用目的语环境，给予学生足量可理解的输入，才能在话语标记学习过程中缩小学习者与目的语群体的社会距离。留学生对于话语标记的使用多采取消极规避的交际策略，主要原因是汉文化语境衍生出多元语用功能和文化内涵，留学生难以克服母语思维习惯和表达方式。
This paper investigated the culture transfer model of the acquisition of discourse markers in Russian students, from the perspectives of social distance and psychological distance and on the basis of selection, usage and acquisition of discourse markers. In order to narrow the social distance between discourse markers learners and target language communities, target language environment needs to be constructed and utilized, which enables learners to receive enough comprehensible language input. Foreign students always avoid using discourse markers, due to the multivariate pragmatic functions and cultural connotations in Chinses language and cultural environment, and the habits of thinking and expression of their mother tongue.
作者
黄彩玉
谢红宇
Huang Cai-yu;Xie Hong-yu(Heilongjiang University, Harbin 150080, China)
出处
《外语学刊》
CSSCI
北大核心
2018年第4期65-69,共5页
Foreign Language Research
基金
教育部人文社科基金项目“现代汉语话语标记的语音实现”(17YJC740025)的阶段性成果
关键词
话语标记习得
文化迁移模式
社会距离
心理距离
消极规避
acquisition of discourse marker
culture transfer model
social distance
psychological distance
avoidance
