基于“HSK动态作文语料库”的日韩留学生差比句偏误分析与探究

发布时间：2018-06-10 18:59

本文选题：差比句 + 偏误　；参考：《北京外国语大学》2017年硕士论文

【摘要】："比较"是语言中具有广泛普遍意义的句法语义范畴,差比句是现代汉语比较句中的典型句式。本文以北京语言大学"HSK动态作文语料库"为研究基础,重点考察日韩留学生的差比句习得情况。文献综述部分,本文介绍了对比分析理论、中介语理论、偏误分析理论,对汉语差比句相关研究,以及日韩留学生的差比句习得的偏误研究进行了梳理。三四两章是论文的核心部分。在第三章中,以北京语言大学HSK动态作文语料库(1.1版本)为考察对象,对121例偏误句进行详细的考察和分类。从构成成分着手,逐一考察了有证书组和无证书组在"比较主体、比较标记、比较基准和比较结果"这几个差比句构成的要素上出现的偏误分布情况。经过分析和总结,尝试从中归纳偏误的类型和特点。"比较结果、比较标记和常用格式"三类偏误均是偏误发生的"重灾区",尤其是比较结果项的偏误,在有证书祖和无证书组所占比重均最高。另外,通过组间对比,本文还发现,随着学生汉语水平的提高,在差比句习得的某些方面,偏误情况并没有得到很大的改善,有证书组甚至比无证书组的偏误率更高。第四章主要就是从语言迁移、汉语差比句本身的特点、以及教材和练习几个角度探讨了日韩留学生偏误产生的原因。母语的迁移首先是二语习得过程中偏误产生的首要原因,结合本文语料中学生的偏误实例,我们对汉、日、韩语典型比较句,从以下几个方面作出对比:1)比较标记的位置;2)比较结果补语的位置;3)程度副词的选择;4)日语、韩语的自身表达特点。目的语知识的迁移也是偏误产生的一大原因。当学习到其他类型的比较句式的时候,前期掌握的规则会直接影响到新知识的应用。汉语差比句本身内部结构独特、复杂,也是偏误产生的一大原因。教材的编排和解释也是导致学生差比句偏误产生的一大原因。目前教材的编写和教学,虽说有一定的大纲指导,但是在实际编排上还是缺乏统一的标准。最后,在分析偏误的基础上,文章对教师的课堂教学以及教材的语法点编排,提出了一些建议和意见。即:1)加强研究成果与教学的有机结合;2)课堂教学方面,要循序渐进,重视常用搭配的使用,合理纠错;3)教材和练习的编排也要科学、灵活。
[Abstract]:"Comparison" is a broad and universal semantic category in the language. Difference sentences are typical sentences in modern Chinese comparative sentences. Based on the "HSK dynamic composition corpus" of Beijing Language and Culture University, this paper focuses on the acquisition of the difference sentences of Japanese and Korean students. This article introduces the theory of comparative analysis and the intermediary. The 342 chapter is the core of the thesis. In the third chapter, in the third chapter, the HSK dynamic composition corpus of Beijing Language and Culture University (1.1 version) is the study object, and the 121 cases of errors are examined in detail and By analyzing and summarizing the types and characteristics of the errors, the comparison results, comparison marks and common formats are made by analyzing and summarizing the types and characteristics of the errors. "The three types of errors are the" heavy disaster areas "in the" heavy disaster area ", especially the error of the comparative results. The proportion of the certificate ancestor and the non certificate group is the highest. In addition, through the comparison between the groups, the paper also finds that with the improvement of the students' Chinese level, the error situation has not been greatly improved in some aspects of the acquisition of the difference sentences, and the certificate group has a certificate group. The fourth chapter is mainly from the language transfer, the characteristics of the Chinese difference sentence and the teaching material and practice. The first is the first reason for the error of the two language acquisition, and the error of the middle school students in this article is true. For example, we compare the typical comparative sentences of Han, Japanese and Korean from the following aspects: 1) compare the position of marking; 2) compare the position of the complement of the result; 3) the choice of the degree adverb; 4) the characteristics of the Japanese and Korean itself. The transfer of the knowledge of the target language is also a major cause of the error. When learning the other types of comparative sentences, The rules that are mastered in the early stage will directly affect the application of new knowledge. The internal structure of the Chinese difference sentence is unique and complex, and it is also a major cause of errors. The arrangement and interpretation of the textbooks are also a major reason for the errors of the students' difference sentences. The compilation and teaching of the teaching materials, although there are some syllabus guidance, are actually compiled. In the end, on the basis of the analysis of errors, the article puts forward some suggestions and opinions on the teacher's classroom teaching and the arrangement of the grammar points of the teaching materials. That is, 1) strengthening the organic combination of the research results and teaching; 2) in the classroom teaching, we should pay attention to the use of common collocations, correct error correction; 3) teaching materials and The arrangement of practice should also be scientific and flexible.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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