中亚留学生成语使用现状调查研究

发布时间：2018-02-28 07:29

本文关键词： 中亚留学生成语使用现状偏误原因　出处：《新疆师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：作为蕴含着丰富中国文化特色的熟语之一的成语，从结构方式到文化内涵都较为复杂，成为留学生学习和对外汉语教学的难点。来华学习汉语的外国留学生如果能够正确而恰当地使用汉语成语，就可以使他们的表达更加准确。但是目前的研究主要集中于语义、语法、语用偏误研究，词典编纂以及教学方法的探讨等方面，而缺乏对汉语作为第二语言成语教学的具体指导，更缺少对汉语成语学习规律的关注。鉴于此，本文主要以第二语言习得理论、偏误分析理论为指导，在梳理成语本体研究和二语习得研究成果的基础上，借鉴前人的研究成果，从第二语言习得的角度出发，以来疆学习汉语的中亚留学生为研究对象，采用作文语料考查法、统计法、问卷调查法等研究方法，对中、高级阶段中亚留学生使用汉语成语的现状进行考察。通过收集、整理新疆师范大学国际文化交流学院2009-2011学年中亚中级水平中亚留学生作文365篇，以及针对中亚留学生的有效问卷68份，总结出中亚留学生成语使用的一些特点。研究发现：在使用成语的193句有效例句中，使用正确的84条，产生偏误的109条；排除重复使用的成语，一共使用到了142个成语，留学生在书写、语义、句法、语用等方面常会出现使用错误，其中对成语语义理解不准确导致的偏误最多。在问卷调查部分，本文采用计量分析方法，笔者从释义的角度分析影响不同类型成语理解的因素、不同汉语水平留学生对几种主要成语使用偏误的敏感度情况以及运用成语的能力等。从结果来看，有无语境会影响留学生对成语意义的理解；中亚留学生对适用对象偏误和近义成语的敏感度最低，对中亚留学生是最难的；在成语句法结构上，留学生对“缺少助词”这类敏感度较高，更正能力也最好。最后笔者结合自然语料中使用正确的成语和测试卷中掌握较好的成语一同进行属性分析，总结出中亚留学生掌握较好的成语的类别及影响因素。本文在此基础上，探讨了偏误的成因，认为成语本身的复杂性、目的语知识负迁移、教材编写的不足、教学环节失误、学习策略偏差、与目的语人群接触频度低等都有可能导致留学生产生偏误。针对产生偏误的原因，，对对外汉语成语教学提出了6条建议：进一步确定成语教学在对外汉语教学中的地位、改进教材、改进教法、纠正学习策略，培养学习成语兴趣、注意成语的交际性、拓宽学习途径，适合留学生使用的工具书的编写等。
[Abstract]:As one of the idioms with rich Chinese cultural characteristics, idioms are complex in structure and cultural connotation. It has become a difficult point for foreign students to study and teach Chinese as a foreign language. If foreign students who come to China to study Chinese can use Chinese idioms correctly and appropriately, they can make their expressions more accurate. However, the current research mainly focuses on semantics. The study of grammar, pragmatic bias, dictionary compilation and teaching methods are lack of specific guidance to the teaching of Chinese idioms as a second language, and lack of attention to the learning rules of Chinese idioms. In view of this, this thesis is guided by the theory of second language acquisition and the theory of error analysis. On the basis of combing the research results of idiom ontology and second language acquisition, and drawing on the previous research results, this paper sets out from the perspective of second language acquisition. The present situation of the use of Chinese idioms by middle and advanced stage students in Central Asia is investigated by means of composition corpus examination, statistics, questionnaire survey and so on. In this paper, 365 essays of Central Asian students at the intermediate level in the 2009-2011 academic year of Xinjiang normal University and 68 valid questionnaires for the students of Central Asia are collected, and some characteristics of idioms used by students from Central Asia are summarized. The study found that in the 193 valid example sentences using idioms, the correct 84 sentences were used, and the errors were 109; excluding the repeated use of idioms, a total of 142 idioms were used, and the foreign students used 142 idioms in writing, semantics, syntax, etc. Pragmatic errors often occur, among which inaccurate understanding of idiom semantics leads to the most errors. In the part of questionnaire survey, the author analyzes the factors that affect the understanding of different types of idioms from the perspective of interpretation by means of econometric analysis. The sensitivity and ability of foreign students with different levels of Chinese to use some major idioms and their ability to use idioms. The students of Central Asia have the lowest sensitivity to applicable object bias and synonymous idioms, which are the most difficult for them to study in Central Asia. In the syntactic structure of idioms, the foreign students are highly sensitive to "lack of auxiliary words". Finally, the author combines the correct idioms in the natural corpus with the better idioms in the test paper to analyze the attributes together, and sums up the categories and influencing factors of the students in Central Asia who master the better idioms. On the basis of this, this paper discusses the causes of errors, and points out that idioms themselves are complex, negative transfer of target language knowledge, insufficient compilation of textbooks, errors in teaching links, and deviation in learning strategies. The low frequency of contact with the target language may lead to errors. In view of the causes of errors, this paper puts forward six suggestions for teaching Chinese idioms as a foreign language: to further determine the position of idiom teaching in teaching Chinese as a foreign language, to improve teaching materials, to improve teaching methods, to correct learning strategies, and to cultivate interest in learning idioms. Pay attention to the communicative nature of idioms, widen the way of study and compile reference books suitable for foreign students.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】