本文關(guān)鍵詞： 對(duì)外漢語(yǔ) 中級(jí)水平留學(xué)生 語(yǔ)塊 習(xí)得 偏誤分析　出處：《南京師范大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：語(yǔ)塊作為一個(gè)整體,通常是由多個(gè)詞語(yǔ)構(gòu)成的,它兼有語(yǔ)法和詞匯的特征。對(duì)外漢語(yǔ)語(yǔ)塊的教與學(xué)對(duì)詞匯的習(xí)得有著重要的意義,直接影響到學(xué)習(xí)者的漢語(yǔ)學(xué)習(xí)。本文選取中級(jí)水平外國(guó)留學(xué)生一學(xué)年的聽(tīng)說(shuō)課課堂話(huà)語(yǔ)語(yǔ)料,通過(guò)如實(shí)轉(zhuǎn)寫(xiě),將課堂話(huà)語(yǔ)轉(zhuǎn)寫(xiě)成文本形式,對(duì)語(yǔ)料做了整理和數(shù)據(jù)統(tǒng)計(jì)。在分析前人漢語(yǔ)語(yǔ)塊研究的基礎(chǔ)上,給漢語(yǔ)語(yǔ)塊進(jìn)行界定及分類(lèi),運(yùn)用數(shù)據(jù)統(tǒng)計(jì)分析、偏誤分析等方法,對(duì)留學(xué)生課堂話(huà)語(yǔ)中所使用的語(yǔ)塊情況,進(jìn)行全面分析考察,并考察其所使用教材及新、老HSK大綱和留學(xué)生漢語(yǔ)考試大綱等。本文將外國(guó)留學(xué)生語(yǔ)塊的使用情況與本族語(yǔ)者語(yǔ)塊的使用情況進(jìn)行對(duì)比分析,考察各類(lèi)語(yǔ)塊的使用數(shù)量及分布情況,進(jìn)一步考察了留學(xué)生漢語(yǔ)語(yǔ)塊的使用情況。 通過(guò)數(shù)據(jù)的統(tǒng)計(jì)分析,本文發(fā)現(xiàn)：從20萬(wàn)字的中級(jí)水平留學(xué)生的中介語(yǔ)語(yǔ)料中共檢索到了3980個(gè)語(yǔ)塊用例,從各類(lèi)語(yǔ)塊的分布來(lái)看,留學(xué)生各類(lèi)語(yǔ)塊的使用比例相差較大,其中短語(yǔ)層面的語(yǔ)塊使用數(shù)量多于句子層面語(yǔ)塊的使用數(shù)量。而短語(yǔ)層面的固定短語(yǔ)語(yǔ)塊所使用的數(shù)量最多,短語(yǔ)框架語(yǔ)塊和句子框架語(yǔ)塊的使用數(shù)量次之,固定句子語(yǔ)塊使用數(shù)量最少。各類(lèi)語(yǔ)塊的多樣性并不是很高,重復(fù)使用的數(shù)量較大,語(yǔ)塊使用情況不是很豐富�？偟膩�(lái)看,留學(xué)生語(yǔ)塊使用的正確率較高,偏誤用例率僅為4.6%。通過(guò)對(duì)留學(xué)生教材及各大綱的考察發(fā)現(xiàn),留學(xué)生漢語(yǔ)語(yǔ)塊偏誤率較低很大程度上是由于課堂中大量語(yǔ)塊輸入的原因。而且通過(guò)對(duì)比留學(xué)生所用語(yǔ)塊在教學(xué)大綱、考試大綱和所用教材中的出現(xiàn)情況可以看出,留學(xué)生所使用的語(yǔ)塊在教材中的出現(xiàn)比例明顯高于在教學(xué)大綱和考試大綱中出現(xiàn)的比例。可見(jiàn),留學(xué)生語(yǔ)塊的輸出與教材的輸入有很大的關(guān)系。 最后,本文針對(duì)得出的以上結(jié)論,提出了一些相應(yīng)的建議,在對(duì)外漢語(yǔ)教學(xué)中,教師要積極引導(dǎo)留學(xué)生注意文中出現(xiàn)的語(yǔ)塊,增強(qiáng)學(xué)生語(yǔ)塊意識(shí),提倡語(yǔ)塊教學(xué)。并且要加強(qiáng)語(yǔ)塊的輸入,重視語(yǔ)塊的輸出練習(xí)。在對(duì)外漢語(yǔ)教材中,要注重語(yǔ)塊的重現(xiàn)率,使學(xué)生進(jìn)一步熟悉所學(xué)語(yǔ)塊,加深記憶,提高語(yǔ)言表達(dá)的連貫性和自動(dòng)化程度。希望通過(guò)語(yǔ)塊教學(xué),進(jìn)一步促進(jìn)對(duì)外漢語(yǔ)教學(xué)的發(fā)展。
[Abstract]:As a whole, chunks are usually composed of multiple words, which have both grammatical and lexical characteristics. Teaching and learning Chinese chunks as a foreign language are of great significance to vocabulary acquisition. This paper selects the discourse corpus of the listening and speaking class of the foreign students at the intermediate level in a school year, and converts the classroom discourse into a text form through the truthful translation. On the basis of analyzing the previous researches on Chinese lexical chunks, the author defines and classifies Chinese chunks, and applies the methods of statistical analysis and error analysis to analyze the chunks used in the classroom discourse of foreign students. A comprehensive analysis of the use of textbooks, new, old HSK outline and the outline of the Chinese examination for foreign students, etc. This paper compares the use of foreign students' chunks with that of native speakers. The usage and distribution of various chunks are investigated, and the usage of Chinese chunks for foreign students is further investigated. Through the statistical analysis of the data, it is found that 3980 chunks use cases have been retrieved from the interlanguage data of 200,000 words of international students at the intermediate level. From the distribution of various chunks, the proportion of chunks used by foreign students is quite different. The number of phrases used at the phrase level is more than that at the sentence level, while the number of the fixed phrase chunks at the phrase level is the most, followed by the use of the phrase frame chunks and the sentence frame chunks. The number of fixed sentence chunks is the least. The diversity of all kinds of chunks is not very high, the number of repeated chunks is large, and the use of lexical chunks is not very rich. In general, the correct rate of using chunks of foreign students is higher. The error rate of use cases is only 4.6. Through the investigation of the teaching materials and the syllabus of foreign students, it is found that, The low error rate of Chinese chunks for foreign students is largely due to the large number of chunks input in the classroom. Furthermore, by comparing the occurrence of the lexical chunks in the syllabus, examination syllabus and textbooks used by foreign students, it can be seen that, The proportion of chunks used by foreign students in textbooks is obviously higher than that in syllabus and examination syllabus, which shows that there is a great relationship between the output of chunks and the input of textbooks. Finally, in view of the above conclusions, this paper puts forward some corresponding suggestions. In the teaching of Chinese as a foreign language, teachers should actively guide foreign students to pay attention to the chunks in the text and enhance the students' awareness of the chunks. In the teaching of Chinese as a foreign language, we should pay attention to the repetition rate of the chunks, so that the students can become more familiar with the chunks and deepen their memory. We hope to promote the development of Chinese as a foreign language teaching through chunk teaching.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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本文編號(hào)：1539466