留学生汉语语篇中衔接手段之连接使用研究
发布时间：2019-02-11 11:50
【摘要】： 对外汉语教学的目的是培养学生运用汉语进行交际的能力。但是,在实际的教学中我们发现,母语为英语的留学生在进入中级阶段后,进行单句表达时词汇和语法基本上没有多大问题,而偏误主要表现在语篇中衔接手段的连接使用上。而汉、英对比研究的结论是:英语语篇衔接以形合为主,汉语语篇的衔接则重意合,而且,在衔接的几种手段中,尤以连接手段的使用频率差异最大。因此,本文主要运用Halliday和Hasan(1976,1985)提出的语篇衔接理论,从衔接手段之连接入手,分析、研究母语为英语的留学生在汉语语篇中使用连接手段时有什么样的表现,是否受其母语的影响,若是受到影响,则表现在什么方面,若是没受到影响,则有什么规律。继而我们试着提出一点儿有针对性地建议,希望能裨益于我们的教学。 本论文共分六章,各章的主要内容如下: 第一章为引言,主要交待本论文的一些情况:1、界定了本论文的研究对象:母语为英语、在华东师范大学学习汉语至少一年以上,并且还在学习的留学生,也就是对外汉语教学届常说的中、高级阶段的学生。2、语料来源:由本文研究对象提供的真实语料,500篇作文,约13万字左右。3、本论文的选题缘由、理论指导、研究方法和研究目的等。 第二章为文献综述,主要回顾了衔接理论的提出、我国对衔接理论的研究及对衔接理论的应用。我国对衔接理论的应用主要体现在英语教学界和对外汉语教学届,本章对对外汉语教学届的应用研究作了较详细的分析,发现目前已有成果中很少有文章专门、深入的分析母语为英语的留学生在汉语语篇中对连接手段的使用情况的。 第三章先给出“语篇”、“衔接”及“连接”的定义,然后举例说明了汉、英语中的连接手段,并结合诸多学者的研究,分析了汉、英语语篇中对连接手段的使用异同。 第四章主要分析、研究了对连接手段使用正确的情况。详细分析了“详述”、“延伸”和“增强”这三大类连接手段使用正确的情况,并进行了量的统计,发现学生在对连接手段的使用上分布很不均衡,以因果亚类为最多,而且“先因后果”格式居多,并未受其母语中“因果先后顺序自由”的影响,转折亚类次之等情况。我们从不同的角度挖掘了可能的原因。 第五章主要分析、研究了对连接手段使用偏误的情况。我们详细地分析了每一种情况后发现:学生在连接手段的使用数量上并没有受到其母语的“绝对形合”的负迁移影响,但是,在具体词语的使用方面还是受到了其母语中与之相关联的某些词语的负迁移影响了;而且,偏误的分步也是很不均衡的。我们也是从不同的角度分析了原因。 第六章我们主要给出了一点儿我们的建议,主要从教材、教师和应重视对已有研究成果的运用三个方面谈了我们的一些想法。 最后,本论文也难免存在一些不足之处,如本文只是就所收集到的语料进行了横向的研究,并没有对特定的个体进行纵向的跟踪研究,因此,无法全面了解每个个体的内心特点,对一些偏误原因的解释可能不是非常准确。
[Abstract]:The purpose of teaching Chinese as a foreign language is to train the students' ability to communicate with Chinese. However, in the actual teaching, we find that the English-speaking students in the mother tongue are in the middle stage, and the vocabulary and the grammar in the single-sentence expression are basically free of many problems, and the bias is mainly reflected in the connection and use of the linking means in the discourse. The conclusion of the comparative study of the Chinese and English is that the English-language discourse is in the form of shape-to-shape, and the cohesion of the Chinese-language discourse is in the same way, and in several means of cohesion, the frequency of the use of the connection means is the most significant. Therefore, this paper uses Halliday and Hasan (1976, 1985) to analyze and study the performance of the native English-speaking students in the Chinese language, and whether they are affected by their mother tongue if they are affected, In what aspect, if it is not affected, there is a rule. Then we try to put forward a bit of targeted advice and hope to benefit from our teaching. The thesis is divided into six chapters, and the main part of each chapter The first chapter is the introduction, mainly to explain some of the cases of this paper: 1. The study object of this thesis is defined: the mother tongue is English, at the East China Normal University, at least a year or more, and also in the middle and higher stage of the teaching of the Chinese as a foreign language, the students in the advanced stage are the students of the high-level stage. The source of the material is the real corpus, 500 compositions and about 130,000 words provided by the research object. The second chapter is a review of the literature, which mainly reviews the connection theory and our country's theory of cohesion. The application of the theory of cohesion is mainly reflected in the English teaching and the teaching of the Chinese as a foreign language. There are few articles in the results, and the in-depth analysis of the mother tongue as an English-speaking student in the Chinese language The third chapter first gives the definition of the 鈥渁 part of the language鈥，
本文编号：2419705
[Abstract]:The purpose of teaching Chinese as a foreign language is to train the students' ability to communicate with Chinese. However, in the actual teaching, we find that the English-speaking students in the mother tongue are in the middle stage, and the vocabulary and the grammar in the single-sentence expression are basically free of many problems, and the bias is mainly reflected in the connection and use of the linking means in the discourse. The conclusion of the comparative study of the Chinese and English is that the English-language discourse is in the form of shape-to-shape, and the cohesion of the Chinese-language discourse is in the same way, and in several means of cohesion, the frequency of the use of the connection means is the most significant. Therefore, this paper uses Halliday and Hasan (1976, 1985) to analyze and study the performance of the native English-speaking students in the Chinese language, and whether they are affected by their mother tongue if they are affected, In what aspect, if it is not affected, there is a rule. Then we try to put forward a bit of targeted advice and hope to benefit from our teaching. The thesis is divided into six chapters, and the main part of each chapter The first chapter is the introduction, mainly to explain some of the cases of this paper: 1. The study object of this thesis is defined: the mother tongue is English, at the East China Normal University, at least a year or more, and also in the middle and higher stage of the teaching of the Chinese as a foreign language, the students in the advanced stage are the students of the high-level stage. The source of the material is the real corpus, 500 compositions and about 130,000 words provided by the research object. The second chapter is a review of the literature, which mainly reviews the connection theory and our country's theory of cohesion. The application of the theory of cohesion is mainly reflected in the English teaching and the teaching of the Chinese as a foreign language. There are few articles in the results, and the in-depth analysis of the mother tongue as an English-speaking student in the Chinese language The third chapter first gives the definition of the 鈥渁 part of the language鈥，
本文编号：2419705
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