对外汉语教学中方言词汇教学探讨----以粤语为例

在中国语言系统中存在许多不同的地域方言，在这些地区中进行对外汉语教学时，当地方言与汉语标准语普通话产生了对立，尤其在方言中的某些词以普通话的语音出现在对话中，这些大量出现的方言词促使教师要正确处理这些方言词汇。本文着眼于各地方言与标准语的对立统一的汉语格局，指出方言词在方言区中存在教学的必要性，以粤语作为方言代表，把方言词与普通话词语进行对比并分类，探讨相关教学问题。本文将方言词汇意义讲解视为方言词汇教学的关键，以多种形式进行词汇讲解是让学生理解是让学生学会使用该方言词的第一步。普通话作为汉语使用者的通用语言，为了使学生了解方言词汇与普通话词汇之间关系，文中把他们之间的关系分为:同词异义词、异词同义词和方言文化词，并且以此选取典型词语设计教学案例，针对不同类别词语总结其教学特点。通过对教学案例分析，为提高教学效益，从教材的编撰，教师的教学意识以及相关实践都应有所改变。完善方言词汇教学，有助于方言地区有效进行对外汉语教学。

关键词：对外汉语教学；方言词汇；粤语词汇；粤语教学
Teaching Dialect Vocabulary in TCFL
-----A Case Study of Cantonese

Abstract: There are various dialects in Chinese. In some dialectal areas, we have to face the problem that an opposition exists between dialect vocabulary and mandarin vocabulary in daily use when we teach Chinese as a second language (TCFL). A great number of dialect vocabularies have appeared in communication, our teachers should deal with them in a proper way. In allusion to this situation, the paper focuses on the pattern of Chinese under the multi-language structure and aims at pointing out the necessity of dialect vocabulary teaching in dialectal areas. In this paper Cantonese is chosen as the typical dialect to show the relationship and contrasts between dialect vocabulary and mandarin vocabulary. According to the relationship discussed in dialect vocabulary teaching, the paper is showing that the acceptation in multiple ways plays a significant role in helping our foreigner students to have a good command of the dialect vocabulary. Considering the target language of Chinese is mandarin, we should let our foreign students classify the dialect vocabulary and mandarin vocabulary clearly. Based on the relationship of dialect vocabulary and mandarin vocabulary, dialect vocabulary can be divided into three categories: the same word with different meanings, different words with the same meaning and the typical cultural words. Two teaching plans with representative words are complied with different categories. Combined with these typical words and hands-on teaching experiences, we can probe the features of different categories of dialect vocabulary teaching. In order to enhance our teaching, we should notice the editing of our textbooks, the teaching awareness of teachers and dialect vocabulary practice. In conclusion, the improvement of the dialect vocabulary teaching is surly to contribute to teaching Chinese as foreign language in dialectal areas, we must pay more attention to the subject of dialect vocabulary teaching.

Keywords: TCFL; dialect vocabulary; Cantonese vocabulary; Cantonese teaching

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