【摘要】： 自從1984年魯健驥從國外引進(jìn)了“偏誤”和“中介語”這兩個(gè)概念,國內(nèi)對(duì)外漢語教學(xué)界就掀起了關(guān)于偏誤分析的研究熱潮。20多年來,這方面的研究取得了巨大的進(jìn)展,但是,在偏誤分析中注重翻譯問題的研究很少,或者說,以往的研究都不是從翻譯的角度出發(fā)的。事實(shí)上,學(xué)習(xí)者開始學(xué)習(xí)一門新語言的時(shí)候,不可能具備目的語的思維方式,所以在用目的語表達(dá)的時(shí)候,往往是先用母語組織要表達(dá)的內(nèi)容,然后翻譯成目的語,在翻譯中就會(huì)出現(xiàn)不同程度的偏誤。本文認(rèn)為,從翻譯的角度對(duì)學(xué)習(xí)者這時(shí)產(chǎn)生的偏誤進(jìn)行分析是必要的,我們可以從這一學(xué)習(xí)者必經(jīng)的過程中尋找漢語作為第二語言的學(xué)習(xí)特點(diǎn),乃至學(xué)習(xí)規(guī)律,從而為對(duì)外漢語教學(xué)提供參考。本文擬結(jié)合翻譯理論,以可利用的漢語中介語語料庫為輔助,針對(duì)英語背景漢語學(xué)習(xí)者學(xué)習(xí)漢語中出現(xiàn)的偏誤進(jìn)行分析。 論文主要包括以下幾個(gè)部分: 緒論主體部分簡(jiǎn)要地?cái)⑹隽擞⒄Z背景漢語學(xué)習(xí)者偏誤分析的研究成果,梳理了它們各自闡述的側(cè)重點(diǎn),從而得出一個(gè)結(jié)論,即針對(duì)英語背景漢語學(xué)習(xí)者的研究還很不充分,而且目前還沒有從翻譯的角度來探討偏誤分析的論文和著作�；诖�,本文認(rèn)為,借助于翻譯理論的偏誤分析是一個(gè)很新的課題。 第一章主要以學(xué)生造句作業(yè)的104句偏誤語例為語料,運(yùn)用翻譯的定義翻譯單位等翻譯理論進(jìn)行偏誤分析。文章詳細(xì)分析了有代表性的語例,再現(xiàn)了英語背景漢語學(xué)習(xí)者借助翻譯手段進(jìn)行漢語表達(dá)的過程,通過英漢語言的對(duì)比分析,通過104句偏誤語例的句式句類的統(tǒng)計(jì)分析,得出翻譯式偏誤所具有的三個(gè)特點(diǎn):采用基于英語的直譯;翻譯單位主要是詞和詞組;主要使用簡(jiǎn)單的句子。 第二章分別從客觀角度和主觀角度分析翻譯式偏誤的原因,同時(shí)探索翻譯式偏誤的發(fā)展階段。文章認(rèn)為翻譯式偏誤的客觀原因是英漢語言在翻譯中的不對(duì)等因素,包括詞層的不對(duì)等、詞組層的不對(duì)等和句子層的不對(duì)等。翻譯式偏誤的主觀語原因有兩個(gè)方面,一是翻譯單位的選擇不當(dāng),表現(xiàn)為所使用的翻譯單位偏小、翻譯單位的選擇缺乏靈活性。二是學(xué)習(xí)者的語言學(xué)知識(shí)和文化學(xué)知識(shí)的欠缺。在翻譯式偏誤特點(diǎn)和原因分析的基礎(chǔ)上,本章還探索了翻譯式偏誤的發(fā)展階段,即從直線對(duì)應(yīng)偏誤到模塊對(duì)應(yīng)偏誤,再到立體對(duì)應(yīng)偏誤。 第三章針對(duì)英語背景漢語學(xué)習(xí)者的翻譯式偏誤,提出了一些在對(duì)外漢語教學(xué)中可以考慮改進(jìn)的建議。第一,加強(qiáng)英漢語言的詞層對(duì)比以提高詞層對(duì)應(yīng)的準(zhǔn)確度。第二,加強(qiáng)英漢語言的句子層對(duì)比以提高句子轉(zhuǎn)換的準(zhǔn)確度。第三,從宏觀上加強(qiáng)語言學(xué)和文化學(xué)知識(shí)的學(xué)習(xí)。
[Abstract]:Since the introduction of the concepts of "bias" and "interlanguage" by Lu Jianji from abroad in 1984, there has been a research boom on error analysis in the field of teaching Chinese as a foreign language in China for more than 20 years, and great progress has been made in this area. In error analysis, there is little attention to translation, or previous studies are not from the perspective of translation. In fact, when learners begin to learn a new language, it is impossible for them to have the mode of thinking of the target language, so when expressing in the target language, they often use the content of the mother tongue organization first and then translate it into the target language. In translation, there will be errors of varying degrees. This paper argues that it is necessary to analyze the errors of learners from the perspective of translation. We can look for the learning characteristics of Chinese as a second language and even the learning rules from the perspective of translation. So as to provide a reference for teaching Chinese as a foreign language. Based on the translation theory, this paper aims to analyze the errors in the learning of Chinese language in English background with the help of the available Chinese interlanguage corpus. The thesis mainly includes the following parts: the main part of the introduction briefly describes the research results of error analysis of English background Chinese learners, combs their respective emphases, and draws a conclusion. That is to say, the research on Chinese learners with English background is not enough, and there are no papers and works on error analysis from the perspective of translation. Based on this, this paper argues that error analysis with the help of translation theory is a new topic. The first chapter mainly takes 104 sentence errors as the corpus and uses translation theory such as the definition of translation unit to analyze the errors. This paper analyzes the typical examples in detail and reproduces the process of Chinese learners expressing Chinese in English background by means of translation. Through the contrastive analysis of English and Chinese, the statistical analysis of sentence types of 104 errors is made. There are three characteristics of translation errors: literal translation based on English, words and phrases in translation units and simple sentences. Chapter two analyzes the causes of translation errors from both objective and subjective perspectives, and explores the developmental stages of translation errors. This paper argues that the objective causes of translation errors are the non-equivalence of English and Chinese languages in translation, including the non-equivalence of word level, the non-equivalence of phrase level and the non-equivalence of sentence level. There are two reasons for the subjective translation errors. One is the improper choice of translation units, which shows that the translation units used are small and the choice of translation units lacks flexibility. The second is the lack of linguistic knowledge and cultural knowledge of learners. On the basis of the analysis of the characteristics and causes of translation errors, this chapter also explores the development stage of translation errors, that is, from linear correspondence errors to module ones, and then to stereoscopic errors. In the third chapter, some suggestions are put forward to improve the translation errors of English background Chinese learners in teaching Chinese as a foreign language. First, strengthen the lexical comparison between English and Chinese to improve the accuracy of lexical level correspondence. Second, strengthen the sentence level contrast between English and Chinese to improve the accuracy of sentence conversion. Third, strengthen the study of linguistic and cultural knowledge from the macro level.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 楊恬;;美國留學(xué)生英譯漢練習(xí)中的偏誤考察——以在華短期漢語班為例[J];云南師范大學(xué)學(xué)報(bào)(對(duì)外漢語教學(xué)與研究版);2011年03期

相關(guān)碩士學(xué)位論文 前4條

1 謝紀(jì)新;初級(jí)漢語教材中副詞的英文注釋問題研究[D];吉林大學(xué);2011年

2 金鑫;漢英語序?qū)Ρ扰c對(duì)外漢語教學(xué)[D];東北師范大學(xué);2011年

3 殷悅;英語背景漢語學(xué)習(xí)者狀語語序偏誤分析[D];吉林大學(xué);2012年

4 安賢熙;外國留學(xué)生漢語學(xué)習(xí)中常見偏誤研究[D];遼寧大學(xué);2012年

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本文編號(hào)：2199219