对外汉语教学中的附加成分语序偏误问题研究
发布时间：2018-07-25 11:45
【摘要】：本文以HSK动态作文语料库和几个热门的留学生博客作为书面语调查统计来源,从中选取了部分以英语为母语的留学生汉语写作时出现的语序偏误语料,以此为基础围绕附加成分语序偏误这一主题进行了调查和研究。 此次调查研究分为以下三部分： 第一,搜集整理了HSK动态作文语料库及几个热门的留学生博客中英语国家留学生在定语、状语、补语等附加成分类别下出现的语序偏误,将所有466条语料分为六大类(单一定语位置偏误、多项定语语序偏误、单一状语位置偏误、多项状语语序偏误、补语语序偏误、其他语序偏误),并分别进行了数据分类统计,得出了具体数据。其中单一定语位置偏误出现次数占总数的11.04%,多项定语语序偏误占9.09%,定语偏误占所有语序偏误的20.14%,即约五分之一。单一状语位置偏误又分为了六小类,共占总数的38.96%,多项状语语序偏误共分四小类,共占总数的11.26%,整个状语偏误占到了所有偏误总数的-半以上,为50.65%。补语偏误分为三小类,占偏误总数的23.16%。其他偏误占偏误总数的6.06%。 第二,根据统计得出的数据,以及对具体语序规则的汉外对比分析,构拟出常见的偏误类型及各个语序语言点对于留学生的难度等级排序。 第三,在列举留学生出现的不同类型语序偏误并对比其出现频率的基础之上,文章分析了留学生出现偏误的原因,探讨了母语负迁移在其中的影响,并根据此次调查统计结果,对针对英语国家留学生的对外汉语语序教学进行了再思考,提出了几项可实施的教学建议及策略作为对外汉语教学实践的建议与参考。
[Abstract]:This paper uses the HSK dynamic composition corpus and several popular blogs of foreign students as the source of the written language survey, and selects some of the word order errors in the Chinese writing of native English students. On this basis, the subject of word order bias of additional components is investigated and studied. The research is divided into the following three parts: first, collect and sort out the HSK dynamic composition corpus and several popular blogs of foreign students from English countries in the attributives, adverbials, All 466 corpus are divided into six categories (single attributive error, multiple attributive error, single adverbial error, multiple adverbial word order error, complement word order error). Other word order bias), and data classification statistics, obtained specific data. Among them, the number of single attributive errors accounts for 11.04, the number of attributive word order errors is 9.09, the attributive errors account for 20.14 of all word order errors, that is, about 1/5. The position errors of single adverbial are divided into six subcategories, accounting for 38.96 of the total, and the errors in the word order of many adverbials are divided into four sub-categories, accounting for 11.26% of the total. The total adverbial errors account for more than -half of the total number of errors, which is 50.65. Complement errors are divided into three subcategories, accounting for 23.16% of the total number of errors. Other errors account for 6.06% of the total number of errors. Secondly, according to the statistical data and the comparative analysis of the specific word order rules, the common error types and the degree of difficulty of each word order language point for the foreign students are proposed. Thirdly, on the basis of enumerating different types of word order errors and comparing their occurrence frequency, this paper analyzes the causes of errors, probes into the influence of negative transfer of mother tongue, and according to the results of this survey. This paper reconsiders the teaching of word order of Chinese as a foreign language for foreign students from English-speaking countries, and puts forward several feasible teaching suggestions and strategies as the suggestions and references for the practice of teaching Chinese as a foreign language.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195
本文编号：2143724
[Abstract]:This paper uses the HSK dynamic composition corpus and several popular blogs of foreign students as the source of the written language survey, and selects some of the word order errors in the Chinese writing of native English students. On this basis, the subject of word order bias of additional components is investigated and studied. The research is divided into the following three parts: first, collect and sort out the HSK dynamic composition corpus and several popular blogs of foreign students from English countries in the attributives, adverbials, All 466 corpus are divided into six categories (single attributive error, multiple attributive error, single adverbial error, multiple adverbial word order error, complement word order error). Other word order bias), and data classification statistics, obtained specific data. Among them, the number of single attributive errors accounts for 11.04, the number of attributive word order errors is 9.09, the attributive errors account for 20.14 of all word order errors, that is, about 1/5. The position errors of single adverbial are divided into six subcategories, accounting for 38.96 of the total, and the errors in the word order of many adverbials are divided into four sub-categories, accounting for 11.26% of the total. The total adverbial errors account for more than -half of the total number of errors, which is 50.65. Complement errors are divided into three subcategories, accounting for 23.16% of the total number of errors. Other errors account for 6.06% of the total number of errors. Secondly, according to the statistical data and the comparative analysis of the specific word order rules, the common error types and the degree of difficulty of each word order language point for the foreign students are proposed. Thirdly, on the basis of enumerating different types of word order errors and comparing their occurrence frequency, this paper analyzes the causes of errors, probes into the influence of negative transfer of mother tongue, and according to the results of this survey. This paper reconsiders the teaching of word order of Chinese as a foreign language for foreign students from English-speaking countries, and puts forward several feasible teaching suggestions and strategies as the suggestions and references for the practice of teaching Chinese as a foreign language.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195
【引证文献】
相关硕士学位论文 前2条
1 李焱沁;智利学生汉语学习初级阶段语序偏误分析及教学对策[D];南京大学;2012年
2 付漪川;基于语料库的韩国留学生语篇衔接偏误分析及语篇写作教学建议[D];河北师范大学;2012年
，本文编号：2143724
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