非漢字文化圈留學生漢字書寫偏誤分析
發(fā)布時間：2019-04-09 08:04
【摘要】：近年來隨著我國經(jīng)濟的蓬勃發(fā)展,經(jīng)貿往來的日益增加,漢語的國際影響力也在逐漸增強,越來越多的外國學習者加入了漢語學習的熱潮之中。對于非漢字文化圈學習者來說,學好漢字是十分困難的,因為漢字與他們的母語文字在發(fā)音體系、思維方式、構形方式等方面迥然不同,這些因素都增加了他們學習漢語的難度,也在一定程度上削弱了他們的漢語學習興趣和效率。如果這些困難在初級階段不能及時得到解決,會嚴重影響學習者下一階段的學習。再者,來中國學習漢語的外國留學生大多數(shù)都來自亞洲國家,這使得非漢字文化圈的留學生容易成為被忽視的群體。漢字教學本身就是對外漢語教學的薄弱點,這類研究需要得到加強,特別是針對非漢字文化圈的學習者,更要予以重視。 就如何提高非漢字文化圈留學生的漢字學習效率以提高對外漢語教學水平這個研究熱點是從上世紀90年代才開始的。將經(jīng)典的偏誤分析法應用到非漢字文化圈留學生的漢字習得研究中是合適的。因此,本文試圖從漢字的偏誤分析角度出發(fā),結合非漢字文化圈留學生的自身特點以及漢字的特點,解釋這一學習群體的漢字書寫偏誤產生的原因,最后結合心理學理論提出相關的教學建議和應對策略。具體內容如下： (1)筆者通過收集華中師范大學國際文化交流學院初級階段預科班留學生的書面作業(yè)和聽寫作業(yè)中出現(xiàn)的漢字書寫偏誤作為語料,結合前人的偏誤分類方法,在改進的基礎上進行細致的分類。針對收集的語料進行分類統(tǒng)計,找出非漢字文化圈留學生漢字書寫偏誤的問題所在。 (2)對非漢字文化圈留學生的各類書寫偏誤進行定義和解釋,并詳細舉例分析。 (3)針對非漢字文化圈留學生漢字書寫偏誤的主要問題,結合這類學生的自身特點和漢字本身的特點,挖掘漢字偏誤產生的原因,這些原因中,有學習者自身原因,有教學環(huán)境的原因,還有漢字的獨特性引起的原因。還針對漢字的原因作出分類探討。 (4)結合認知心理學理論,從情節(jié)記憶理論、原型理論、文化聯(lián)想、認知加工層次理論入手,分別舉例探討漢字教學的改進方法,以提高學習者的興趣和學習效率。
[Abstract]:In recent years, with the vigorous development of China's economy and the increasing of economic and trade exchanges, the international influence of Chinese is gradually increasing, and more foreign learners have joined the upsurge of Chinese learning. For non-Chinese culture learners, it is very difficult to learn Chinese characters because Chinese characters are very different from their native characters in pronunciation system, thinking mode, configuration way, and so on. All these factors increase their difficulty in learning Chinese and weaken their interest and efficiency in learning Chinese to a certain extent. If these difficulties can not be solved in the primary stage, the learners will be seriously affected in the next stage of learning. Moreover, most of the foreign students who come to China to study Chinese come from Asian countries, which makes non-Chinese students easily become neglected groups. Chinese character teaching itself is the weak point of teaching Chinese as a foreign language, and this kind of research needs to be strengthened, especially for the learners of non-Chinese characters culture circle, especially for the learners of non-Chinese characters culture circle. The research focus on how to improve the Chinese character learning efficiency of non-Chinese characters culture circle students in order to improve the level of teaching Chinese as a foreign language is only started in the 1990s. It is appropriate to apply the classical error analysis method to the study of Chinese character acquisition of non-Chinese characters cultural circle students. Therefore, from the angle of error analysis of Chinese characters, this paper tries to explain the causes of the errors in writing of Chinese characters in this learning group by combining the characteristics of non-Chinese characters and the characteristics of Chinese characters. Finally, some teaching suggestions and coping strategies are put forward in combination with psychological theory. The specific contents are as follows: (1) the author collected the writing and dictation errors of the students in the preparatory class of the School of International Cultural Exchange of Central China normal University as a corpus. Combined with the former bias classification method, on the basis of the improved classification, we carry on the detailed classification. According to the classification and statistics of the collected data, this paper finds out the problem of error in writing Chinese characters of non-Chinese characters culture circle students. (2) define and explain all kinds of writing errors of non-Chinese characters culture circle students, and analyze the examples in detail. (3) aiming at the main problems of non-Chinese character culture circle students' errors in writing Chinese characters, combining with their own characteristics and the characteristics of Chinese characters themselves, this paper excavates the causes of errors in Chinese characters. Among these reasons, there are learners' own reasons. There are reasons for the teaching environment and for the uniqueness of Chinese characters. The reasons for the classification of Chinese characters are also discussed. (4) based on the theory of cognitive psychology and the theory of plot memory, archetypal theory, cultural association and cognitive processing level theory, this paper discusses the improvement methods of Chinese character teaching with examples to improve learners' interest and learning efficiency.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3
本文編號：2454983
[Abstract]:In recent years, with the vigorous development of China's economy and the increasing of economic and trade exchanges, the international influence of Chinese is gradually increasing, and more foreign learners have joined the upsurge of Chinese learning. For non-Chinese culture learners, it is very difficult to learn Chinese characters because Chinese characters are very different from their native characters in pronunciation system, thinking mode, configuration way, and so on. All these factors increase their difficulty in learning Chinese and weaken their interest and efficiency in learning Chinese to a certain extent. If these difficulties can not be solved in the primary stage, the learners will be seriously affected in the next stage of learning. Moreover, most of the foreign students who come to China to study Chinese come from Asian countries, which makes non-Chinese students easily become neglected groups. Chinese character teaching itself is the weak point of teaching Chinese as a foreign language, and this kind of research needs to be strengthened, especially for the learners of non-Chinese characters culture circle, especially for the learners of non-Chinese characters culture circle. The research focus on how to improve the Chinese character learning efficiency of non-Chinese characters culture circle students in order to improve the level of teaching Chinese as a foreign language is only started in the 1990s. It is appropriate to apply the classical error analysis method to the study of Chinese character acquisition of non-Chinese characters cultural circle students. Therefore, from the angle of error analysis of Chinese characters, this paper tries to explain the causes of the errors in writing of Chinese characters in this learning group by combining the characteristics of non-Chinese characters and the characteristics of Chinese characters. Finally, some teaching suggestions and coping strategies are put forward in combination with psychological theory. The specific contents are as follows: (1) the author collected the writing and dictation errors of the students in the preparatory class of the School of International Cultural Exchange of Central China normal University as a corpus. Combined with the former bias classification method, on the basis of the improved classification, we carry on the detailed classification. According to the classification and statistics of the collected data, this paper finds out the problem of error in writing Chinese characters of non-Chinese characters culture circle students. (2) define and explain all kinds of writing errors of non-Chinese characters culture circle students, and analyze the examples in detail. (3) aiming at the main problems of non-Chinese character culture circle students' errors in writing Chinese characters, combining with their own characteristics and the characteristics of Chinese characters themselves, this paper excavates the causes of errors in Chinese characters. Among these reasons, there are learners' own reasons. There are reasons for the teaching environment and for the uniqueness of Chinese characters. The reasons for the classification of Chinese characters are also discussed. (4) based on the theory of cognitive psychology and the theory of plot memory, archetypal theory, cultural association and cognitive processing level theory, this paper discusses the improvement methods of Chinese character teaching with examples to improve learners' interest and learning efficiency.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3
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