中亚留学生兼语句式运用的调查与分析

发布时间：2018-01-31 21:09

本文关键词： 兼语偏误分析偏误原因教学启示　出处：《伊犁师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：在对外汉语教学中,语法中的句型教学一直是难点,如“把”字句、“被”字句,兼语句等等。兼语句式是汉语中常用的特殊句式,鉴于国内对于兼语句式的研究并不普遍,以及中亚留学生在使用兼语句时出现的偏误情况,本文从兼语结构的本体和教学两个角度进行分析。首先从句法、语义、语用视角分析兼语句式,并依据语料得出了中亚留学生对于兼语句式的总体特征和使用情况,中亚留学生主要出现的偏误类型有成分遗漏、成分误加、成分误代、错序和其他偏误。之后文章从目的语、母语负迁移、教材教学三方面对偏误原因进行详细的探究。最后从教材编写、教学策略、课堂教学设计对兼语句的对外汉语教学提出相应的教学建议。通过分析发现,留学生偏误主要集中在第一类使令义兼语句中,而其中初级水平留学生出现的偏误最多,中高级水平留学生偏误较少。在常出现的偏误类型中,成分遗漏出现的频率最高,依次为成分误代、其他类偏误、错序、成分误加。本文由六个章节构成。第一部分为绪论,提出了文章选题的依据和目的,交代了兼语句式的研究现状以及本文的研究方法。第二部分主要介绍了本文展开研究和分析的理论基础,即空语类理论、中介语理论和偏误分析理论。第三部分从本体角度出发,从兼语句的句法结构、语义、语用三个方面进行论述。句法结构上,兼语N1+V1+N2+V2的结构从传统语法角度是来看是动宾结构和主谓结构的叠合,从题元理论来看,N2无法兼顾V1的受事者和V2的施事者,所以在V2前起到施事作用的题元为空语类;语义上,文章根据兼语动词V1的含义对兼语进行了分类;语用上,因为兼语动词的致使义,整个句子表达的是前者对后者产生的作用或者效果,所以表达的语用重心在后半部分。第四部分通过三方面的语料对中亚留学生的兼语习得情况进行分析,本文将学生的偏误分为五大类:成分遗漏、成分误加、成分误代、错序、其他偏误,并对留学生中主要的偏误类型进行了分析。从整体来看,初级水平和中级水平留学生出现偏误占总体偏误的大部分,且偏误类型主要集中在兼语动词的遗漏、兼语动词的误代和与其他句型的使用上。第五部分分析了偏误出现的原因,从目的语、母语负迁移、和教材教学三个方面探讨了偏误原因。最后根据偏误原因,从教材编写、教学策略、课堂教学、练习设计四个方面提出了相应的建议。第六部分为结语,对本文进行了总结。
[Abstract]:In teaching Chinese as a foreign language, the teaching of sentence patterns in grammar is always difficult, such as "Ba" sentence, "be" sentence, and so on. In view of the fact that the study of concurrent sentences is not common in China and the errors in the use of concurrent sentences by the students of Central Asia, this paper analyzes them from the perspectives of ontology and teaching. First of all, the syntactic analysis is carried out. From the perspective of semantics and pragmatics, this paper analyzes the syntactic patterns and draws the general characteristics and usage of the concurrent sentence from the corpus. The main types of errors of the students in Central Asia are the omission of the components and the addition of the errors of the components. After that, the author explores the causes of the errors from three aspects: target language, negative transfer of mother tongue and teaching materials. Finally, the author makes a detailed study of the reasons of errors. Finally, the author makes a detailed study of the reasons of errors. Through the analysis, the author finds that the errors of foreign students are mainly concentrated in the first kind of sentences. In the common types of errors, the frequency of component omission appears the highest, followed by component error generation, and other types of errors. This paper consists of six chapters. The first part is the introduction, which puts forward the basis and purpose of the article. The second part mainly introduces the theoretical basis of this research and analysis, that is, the empty category theory. The third part discusses the syntactic structure, semantics and pragmatics of concurrent sentences from the perspective of ontology. The structure of N1 V1 N2 V2 from the traditional grammatical point of view is the superposition of the verb-object structure and the subject-predicate structure. From the point of view of the meta-theory, N _ 2 can not give consideration to the V1's trustee and the V2's agent. Therefore, before V2, the subject element that acts as agent is empty language class; Semantically, the article classifies the concurrent language according to the meaning of the verb V1. Pragmatically, because of the causative meaning of the verb, the whole sentence expresses the function or effect of the former on the latter. Therefore, the pragmatic focus of expression is in the second half. Part 4th analyzes the acquisition of secondary language by three aspects of corpus. This paper divides the students' errors into five categories: component omission, component error addition. Component error, wrong order, other errors, and analysis of the main types of errors in international students. Overall, the primary level and intermediate level of students with errors accounted for the majority of the overall bias. Moreover, the types of errors mainly focus on the omission of part-time verbs, the error-substitution of part-time verbs and the use of other sentence patterns. Part 5th analyzes the causes of errors and negative transfer from the target language to the mother tongue. Finally, according to the reasons of errors, the author puts forward the corresponding suggestions from four aspects of textbook compilation, teaching strategy, classroom teaching and practice design. Part 6th is the conclusion. This paper is summarized.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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