對外漢語教學中的附加成分語序偏誤問題研究
發(fā)布時間：2018-07-25 11:45
【摘要】：本文以HSK動態(tài)作文語料庫和幾個熱門的留學生博客作為書面語調(diào)查統(tǒng)計來源,從中選取了部分以英語為母語的留學生漢語寫作時出現(xiàn)的語序偏誤語料,以此為基礎圍繞附加成分語序偏誤這一主題進行了調(diào)查和研究。 此次調(diào)查研究分為以下三部分： 第一,搜集整理了HSK動態(tài)作文語料庫及幾個熱門的留學生博客中英語國家留學生在定語、狀語、補語等附加成分類別下出現(xiàn)的語序偏誤,將所有466條語料分為六大類(單一定語位置偏誤、多項定語語序偏誤、單一狀語位置偏誤、多項狀語語序偏誤、補語語序偏誤、其他語序偏誤),并分別進行了數(shù)據(jù)分類統(tǒng)計,得出了具體數(shù)據(jù)。其中單一定語位置偏誤出現(xiàn)次數(shù)占總數(shù)的11.04%,多項定語語序偏誤占9.09%,定語偏誤占所有語序偏誤的20.14%,即約五分之一。單一狀語位置偏誤又分為了六小類,共占總數(shù)的38.96%,多項狀語語序偏誤共分四小類,共占總數(shù)的11.26%,整個狀語偏誤占到了所有偏誤總數(shù)的-半以上,為50.65%。補語偏誤分為三小類,占偏誤總數(shù)的23.16%。其他偏誤占偏誤總數(shù)的6.06%。 第二,根據(jù)統(tǒng)計得出的數(shù)據(jù),以及對具體語序規(guī)則的漢外對比分析,構(gòu)擬出常見的偏誤類型及各個語序語言點對于留學生的難度等級排序。 第三,在列舉留學生出現(xiàn)的不同類型語序偏誤并對比其出現(xiàn)頻率的基礎之上,文章分析了留學生出現(xiàn)偏誤的原因,探討了母語負遷移在其中的影響,并根據(jù)此次調(diào)查統(tǒng)計結(jié)果,對針對英語國家留學生的對外漢語語序教學進行了再思考,提出了幾項可實施的教學建議及策略作為對外漢語教學實踐的建議與參考。
[Abstract]:This paper uses the HSK dynamic composition corpus and several popular blogs of foreign students as the source of the written language survey, and selects some of the word order errors in the Chinese writing of native English students. On this basis, the subject of word order bias of additional components is investigated and studied. The research is divided into the following three parts: first, collect and sort out the HSK dynamic composition corpus and several popular blogs of foreign students from English countries in the attributives, adverbials, All 466 corpus are divided into six categories (single attributive error, multiple attributive error, single adverbial error, multiple adverbial word order error, complement word order error). Other word order bias), and data classification statistics, obtained specific data. Among them, the number of single attributive errors accounts for 11.04, the number of attributive word order errors is 9.09, the attributive errors account for 20.14 of all word order errors, that is, about 1/5. The position errors of single adverbial are divided into six subcategories, accounting for 38.96 of the total, and the errors in the word order of many adverbials are divided into four sub-categories, accounting for 11.26% of the total. The total adverbial errors account for more than -half of the total number of errors, which is 50.65. Complement errors are divided into three subcategories, accounting for 23.16% of the total number of errors. Other errors account for 6.06% of the total number of errors. Secondly, according to the statistical data and the comparative analysis of the specific word order rules, the common error types and the degree of difficulty of each word order language point for the foreign students are proposed. Thirdly, on the basis of enumerating different types of word order errors and comparing their occurrence frequency, this paper analyzes the causes of errors, probes into the influence of negative transfer of mother tongue, and according to the results of this survey. This paper reconsiders the teaching of word order of Chinese as a foreign language for foreign students from English-speaking countries, and puts forward several feasible teaching suggestions and strategies as the suggestions and references for the practice of teaching Chinese as a foreign language.
【學位授予單位】：首都師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：H195
本文編號：2143724
[Abstract]:This paper uses the HSK dynamic composition corpus and several popular blogs of foreign students as the source of the written language survey, and selects some of the word order errors in the Chinese writing of native English students. On this basis, the subject of word order bias of additional components is investigated and studied. The research is divided into the following three parts: first, collect and sort out the HSK dynamic composition corpus and several popular blogs of foreign students from English countries in the attributives, adverbials, All 466 corpus are divided into six categories (single attributive error, multiple attributive error, single adverbial error, multiple adverbial word order error, complement word order error). Other word order bias), and data classification statistics, obtained specific data. Among them, the number of single attributive errors accounts for 11.04, the number of attributive word order errors is 9.09, the attributive errors account for 20.14 of all word order errors, that is, about 1/5. The position errors of single adverbial are divided into six subcategories, accounting for 38.96 of the total, and the errors in the word order of many adverbials are divided into four sub-categories, accounting for 11.26% of the total. The total adverbial errors account for more than -half of the total number of errors, which is 50.65. Complement errors are divided into three subcategories, accounting for 23.16% of the total number of errors. Other errors account for 6.06% of the total number of errors. Secondly, according to the statistical data and the comparative analysis of the specific word order rules, the common error types and the degree of difficulty of each word order language point for the foreign students are proposed. Thirdly, on the basis of enumerating different types of word order errors and comparing their occurrence frequency, this paper analyzes the causes of errors, probes into the influence of negative transfer of mother tongue, and according to the results of this survey. This paper reconsiders the teaching of word order of Chinese as a foreign language for foreign students from English-speaking countries, and puts forward several feasible teaching suggestions and strategies as the suggestions and references for the practice of teaching Chinese as a foreign language.
【學位授予單位】：首都師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：H195
【引證文獻】
相關碩士學位論文 前2條
1 李焱沁;智利學生漢語學習初級階段語序偏誤分析及教學對策[D];南京大學;2012年
2 付漪川;基于語料庫的韓國留學生語篇銜接偏誤分析及語篇寫作教學建議[D];河北師范大學;2012年
，本文編號：2143724
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