论文部分内容阅读
1992年1月,在全国对外汉语教学研讨会上,一位老师的发言引起对手势等辅助语言手段的讨论,大家认为在对外汉语教学中应适当注意与各民族语言相应的辅助语言手段的教学。当时,我插话举了一个例子。 1954年,保加利亚人民军歌舞团访问上海,我去做翻译。当征询外宾要不要去散散步,要不要去买点东西时,他们多半摇摇头。我以为他们没有兴趣,也就作罢。后来才知道,他们“摇头”的意思是表示“同意、肯定”,“点头”本表示“拒绝、否定”,与我们正好相反。 一般说来,各民族的辅助语言手段比各民族自然语言的共同点要多一些。我小时候学英语时,同学间流传过一则笑话。一个初学英语的学生向他父母写汉英语夹用的信:
In January 1992, at a national seminar on teaching Chinese as a foreign language, a teacher’s speech caused discussions on auxiliary linguistic means such as gestures. All of us think that we should pay due attention to the teaching of auxiliary linguistic means corresponding to each national language in teaching Chinese as a foreign language . At that time, I interjected an example. In 1954, the Bulgarian People’s Army Song and Dance Troupe visited Shanghai and I went to do translation. When asking foreign guests to go for a walk, or to buy something, they mostly shook their heads. I think they are not interested, they give up. Later I realized that they “shook their heads” mean “agree, affirmative” and “nodded” mean “refuse or negate”, just as we did. In general, the auxiliary languages of all ethnic groups have more in common than the natural languages of all ethnic groups. When I was a kid, I learned a joke about classmates. A Beginner English Student Writes a Letter to His Parents in Chinese and English: