發(fā)布時(shí)間：2018-03-27 16:18

  本文選題：英語(yǔ)背景　切入點(diǎn)：漢語(yǔ)狀語(yǔ)語(yǔ)序　出處：《吉林大學(xué)》2012年碩士論文

【摘要】：本文研究基于HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)，通過(guò)對(duì)偏誤數(shù)據(jù)的統(tǒng)計(jì)筆者發(fā)現(xiàn)在眾多偏誤類型中語(yǔ)序偏誤出現(xiàn)的頻次最高，而在語(yǔ)序偏誤中狀語(yǔ)語(yǔ)序偏誤所占比例最大。然而，針對(duì)英語(yǔ)背景漢語(yǔ)學(xué)習(xí)者狀語(yǔ)語(yǔ)序偏誤分析的研究文獻(xiàn)并不多。因此筆者選取英語(yǔ)背景漢語(yǔ)學(xué)習(xí)者的狀語(yǔ)語(yǔ)序作為本文偏誤分析的對(duì)象。 本文的偏誤語(yǔ)料均來(lái)自HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)，筆者共收集美國(guó)、英國(guó)、澳大利亞、新西蘭、新加坡及印度6國(guó)留學(xué)生的狀語(yǔ)語(yǔ)序偏誤語(yǔ)料142條。本文采用S.P.Corder的偏誤分析方法，研究?jī)?nèi)容分為三部分： 第一部分，偏誤類型的描寫(xiě)及分析。筆者對(duì)語(yǔ)料的偏誤類型進(jìn)行詳細(xì)分類，并對(duì)每一類偏誤做了細(xì)致的描寫(xiě)。筆者將偏誤分為單項(xiàng)狀語(yǔ)語(yǔ)序偏誤和多項(xiàng)狀語(yǔ)語(yǔ)序偏誤兩大類。在第一類中，筆者進(jìn)一步將其分為狀中顛倒、狀補(bǔ)錯(cuò)位、狀語(yǔ)語(yǔ)義轄指錯(cuò)誤三小類。其中狀補(bǔ)錯(cuò)位又細(xì)分為一般狀補(bǔ)錯(cuò)位與介詞短語(yǔ)的狀補(bǔ)錯(cuò)位兩類。狀語(yǔ)語(yǔ)義轄指錯(cuò)誤又分為限定性狀語(yǔ)語(yǔ)義轄域錯(cuò)誤與描寫(xiě)性狀語(yǔ)語(yǔ)義指向錯(cuò)誤兩類。在多項(xiàng)狀語(yǔ)語(yǔ)序偏誤一類中，筆者將其分為常序多項(xiàng)狀語(yǔ)偏誤與變序多項(xiàng)狀語(yǔ)偏誤兩類。 第二部分，偏誤原因探究。筆者將導(dǎo)致偏誤產(chǎn)生的因素概括為四點(diǎn)：第一，漢語(yǔ)語(yǔ)序靈活及不自足特點(diǎn)的干擾。語(yǔ)序在漢語(yǔ)中是非常重要的語(yǔ)法手段并同時(shí)承擔(dān)了語(yǔ)義表達(dá)和語(yǔ)用修辭等方面的功能，因此漢語(yǔ)語(yǔ)序非常復(fù)雜，尤其是狀語(yǔ)語(yǔ)序更是復(fù)雜靈活。第二，英語(yǔ)母語(yǔ)背景對(duì)漢語(yǔ)學(xué)習(xí)的負(fù)遷移。母語(yǔ)負(fù)遷移貫穿于二語(yǔ)習(xí)得過(guò)程的始終，在初級(jí)階段表現(xiàn)尤為明顯。語(yǔ)言類型及思維方式的不同導(dǎo)致了英漢兩種語(yǔ)言在狀語(yǔ)語(yǔ)序這一語(yǔ)法項(xiàng)目上存在很大差異。學(xué)習(xí)者在二語(yǔ)習(xí)得過(guò)程中經(jīng)常忽略對(duì)比分析的重要性，忽視兩種語(yǔ)言中狀語(yǔ)語(yǔ)序的差異，這就很容易導(dǎo)致偏誤出現(xiàn)。母語(yǔ)的負(fù)遷移是導(dǎo)致偏誤產(chǎn)生的重要原因。第三，學(xué)習(xí)者直譯式表達(dá)策略的運(yùn)用。在學(xué)習(xí)的初級(jí)階段學(xué)習(xí)者常會(huì)借用翻譯式表達(dá)策略來(lái)完成句子，在用母語(yǔ)直譯目的語(yǔ)的過(guò)程中，母語(yǔ)負(fù)遷移的干擾作用逐漸突顯出來(lái)，導(dǎo)致偏誤出現(xiàn)。第四，學(xué)習(xí)者對(duì)目的語(yǔ)語(yǔ)法知識(shí)掌握不準(zhǔn)確。這其中包括了教師課堂教學(xué)的影響作用、教材的誤導(dǎo)及學(xué)習(xí)者自身對(duì)目的語(yǔ)知識(shí)掌握不充分等因素。 第三部分，提出教學(xué)建議。筆者從教學(xué)、教材、教法三個(gè)層面提出針對(duì)狀語(yǔ)語(yǔ)序的教學(xué)建議：1.循序漸進(jìn)，，分層次有重點(diǎn)的教學(xué)。初級(jí)階段要注重漢語(yǔ)基本語(yǔ)序的教學(xué)，中級(jí)階段注重多項(xiàng)狀語(yǔ)語(yǔ)序的教學(xué)，高級(jí)階段注重變序語(yǔ)序教學(xué)，側(cè)重培養(yǎng)學(xué)習(xí)者漢語(yǔ)語(yǔ)感。2.重視對(duì)比，編寫(xiě)有針對(duì)性的教材。應(yīng)將漢英狀語(yǔ)語(yǔ)序?qū)Ρ确治龅膬?nèi)容納入到教材中去，采用便于學(xué)習(xí)者理解和接受的語(yǔ)言來(lái)編寫(xiě)教材。3.寓教于樂(lè)，采用生動(dòng)有趣的教法。通過(guò)“連連看”幫助學(xué)習(xí)者建立漢語(yǔ)狀語(yǔ)語(yǔ)序模式，通過(guò)“大家來(lái)找茬”幫助學(xué)習(xí)者夯實(shí)狀語(yǔ)語(yǔ)序知識(shí)，增強(qiáng)語(yǔ)序自糾能力。把游戲元素納入到課堂教學(xué)中去，充分調(diào)動(dòng)學(xué)習(xí)者的課堂參與度。
[Abstract]:This paper is based on the HSK dynamic composition corpus, based on the statistical data of the errors found in many types of errors in word order errors appear most frequently, and the error in word order of adverbial word order errors accounted for the largest proportion. However, research literature on the error analysis of the background of English Chinese adverbial word order is not much object. Therefore I choose the adverbial word order of Chinese learners of English background as the error analysis.
The error corpus is from the HSK dynamic corpus. The author collects 142 adverbial word order errors in 6 countries in the US, Britain, Australia, New Zealand, Singapore and India. The error analysis method of S.P.Corder is used to divide the research contents into three parts.
The first part, the types of errors of description and analysis. The author on the basis of the error types of detailed classification, and for each type of errors. The author gives a detailed description of the bias is divided into individual adverbial word order errors and multiple adverbial word order errors in two categories. In the first class, the author will it is divided into the shape of upside down, like complement dislocation, adverbial semanticsjurisdiction refers to the error of three categories. Adverbial complement thedislocation subdivided into general shape complement dislocation and prepositional phrases like complement dislocation two. Adverbial semanticsjurisdiction refers to the error is divided into finite adverbial semantic domain error and descriptive adverbial semantic refers to the wrong two class. In a number of adverbial word order errors for a class, I will be divided into common order multiple adverbial errors and variable order multiple adverbial bias two categories.
The second part, explore the cause of errors. The author summarized factors will lead to errors of four points: first, Chinese word order is flexible and not self-sufficient characteristics. The word order is very important in Chinese grammar and also assume the semantic expression and pragmatic rhetoric function, so Chinese word order is very complicated, especially is the adverbial word order is more complex and flexible. Second, negative transfer of English language background of Chinese learning. The negative transfer of mother tongue throughout the two language acquisition process, particularly in its early stages. The language type and the different ways of thinking in the two languages have great differences in the adverbial word order, grammatical item. Learners often ignore the importance of comparative analysis in the two language acquisition process, while ignoring the differences between the two languages of adverbial word order, it is easy to cause errors. The negative transfer of mother tongue is An important cause of errors. Third, learners' translation expression strategies. Learning in the primary stage of learning and often borrow the translation type expression strategy to complete the sentence, in the process of using the target language in language translation, interference effect of the negative transfer of the mother tongue gradually highlights, resulting in errors of fourth. Learners, to master the target language grammar is not accurate. This includes the effect of classroom teaching, teaching materials and learners of misleading due to master the language knowledge.
The third part, the author puts forward teaching suggestions from the teaching materials, and puts forward suggestions for the teaching of adverbial word order in three aspects: the teaching method of 1. step by step, the key is stratified teaching. The primary stage should focus on the basic word order in Chinese teaching, pay attention to a number of adverbial word order teaching in the intermediate stage, advanced stage focuses on variable order word order teaching, focus on training the sense of Chinese.2. learners pay attention to contrast, write targeted teaching materials. The analysis of Chinese and English should be incorporated into the content of adverbial word order contrast materials, using easy language learners to understand and accept the textbooks.3. entertaining, lively and interesting teaching methods. The establishment of Chinese adverbial word order by "Lianliankan" to help learners and by "everyone to leave" to help learners consolidate the adverbial word knowledge, enhance the ability to order correction. Elements of the game into classroom teaching, fully adjustable The degree of participation of the learners in the classroom.

【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 時(shí)云哲;俄為母的漢學(xué)習(xí)者序偏分析[D];河北大學(xué);2013年

本文編號(hào)：1672272