英语背景汉语学习者状语语序偏误分析

发布时间：2018-03-27 16:18

本文选题：英语背景　切入点：汉语状语语序　出处：《吉林大学》2012年硕士论文

【摘要】：本文研究基于HSK动态作文语料库，通过对偏误数据的统计笔者发现在众多偏误类型中语序偏误出现的频次最高，而在语序偏误中状语语序偏误所占比例最大。然而，针对英语背景汉语学习者状语语序偏误分析的研究文献并不多。因此笔者选取英语背景汉语学习者的状语语序作为本文偏误分析的对象。本文的偏误语料均来自HSK动态作文语料库，笔者共收集美国、英国、澳大利亚、新西兰、新加坡及印度6国留学生的状语语序偏误语料142条。本文采用S.P.Corder的偏误分析方法，研究内容分为三部分：第一部分，偏误类型的描写及分析。笔者对语料的偏误类型进行详细分类，并对每一类偏误做了细致的描写。笔者将偏误分为单项状语语序偏误和多项状语语序偏误两大类。在第一类中，笔者进一步将其分为状中颠倒、状补错位、状语语义辖指错误三小类。其中状补错位又细分为一般状补错位与介词短语的状补错位两类。状语语义辖指错误又分为限定性状语语义辖域错误与描写性状语语义指向错误两类。在多项状语语序偏误一类中，笔者将其分为常序多项状语偏误与变序多项状语偏误两类。第二部分，偏误原因探究。笔者将导致偏误产生的因素概括为四点：第一，汉语语序灵活及不自足特点的干扰。语序在汉语中是非常重要的语法手段并同时承担了语义表达和语用修辞等方面的功能，因此汉语语序非常复杂，尤其是状语语序更是复杂灵活。第二，英语母语背景对汉语学习的负迁移。母语负迁移贯穿于二语习得过程的始终，在初级阶段表现尤为明显。语言类型及思维方式的不同导致了英汉两种语言在状语语序这一语法项目上存在很大差异。学习者在二语习得过程中经常忽略对比分析的重要性，忽视两种语言中状语语序的差异，这就很容易导致偏误出现。母语的负迁移是导致偏误产生的重要原因。第三，学习者直译式表达策略的运用。在学习的初级阶段学习者常会借用翻译式表达策略来完成句子，在用母语直译目的语的过程中，母语负迁移的干扰作用逐渐突显出来，导致偏误出现。第四，学习者对目的语语法知识掌握不准确。这其中包括了教师课堂教学的影响作用、教材的误导及学习者自身对目的语知识掌握不充分等因素。第三部分，提出教学建议。笔者从教学、教材、教法三个层面提出针对状语语序的教学建议：1.循序渐进，，分层次有重点的教学。初级阶段要注重汉语基本语序的教学，中级阶段注重多项状语语序的教学，高级阶段注重变序语序教学，侧重培养学习者汉语语感。2.重视对比，编写有针对性的教材。应将汉英状语语序对比分析的内容纳入到教材中去，采用便于学习者理解和接受的语言来编写教材。3.寓教于乐，采用生动有趣的教法。通过“连连看”帮助学习者建立汉语状语语序模式，通过“大家来找茬”帮助学习者夯实状语语序知识，增强语序自纠能力。把游戏元素纳入到课堂教学中去，充分调动学习者的课堂参与度。
[Abstract]:This paper is based on the HSK dynamic composition corpus, based on the statistical data of the errors found in many types of errors in word order errors appear most frequently, and the error in word order of adverbial word order errors accounted for the largest proportion. However, research literature on the error analysis of the background of English Chinese adverbial word order is not much object. Therefore I choose the adverbial word order of Chinese learners of English background as the error analysis.
The error corpus is from the HSK dynamic corpus. The author collects 142 adverbial word order errors in 6 countries in the US, Britain, Australia, New Zealand, Singapore and India. The error analysis method of S.P.Corder is used to divide the research contents into three parts.
The first part, the types of errors of description and analysis. The author on the basis of the error types of detailed classification, and for each type of errors. The author gives a detailed description of the bias is divided into individual adverbial word order errors and multiple adverbial word order errors in two categories. In the first class, the author will it is divided into the shape of upside down, like complement dislocation, adverbial semanticsjurisdiction refers to the error of three categories. Adverbial complement thedislocation subdivided into general shape complement dislocation and prepositional phrases like complement dislocation two. Adverbial semanticsjurisdiction refers to the error is divided into finite adverbial semantic domain error and descriptive adverbial semantic refers to the wrong two class. In a number of adverbial word order errors for a class, I will be divided into common order multiple adverbial errors and variable order multiple adverbial bias two categories.
The second part, explore the cause of errors. The author summarized factors will lead to errors of four points: first, Chinese word order is flexible and not self-sufficient characteristics. The word order is very important in Chinese grammar and also assume the semantic expression and pragmatic rhetoric function, so Chinese word order is very complicated, especially is the adverbial word order is more complex and flexible. Second, negative transfer of English language background of Chinese learning. The negative transfer of mother tongue throughout the two language acquisition process, particularly in its early stages. The language type and the different ways of thinking in the two languages have great differences in the adverbial word order, grammatical item. Learners often ignore the importance of comparative analysis in the two language acquisition process, while ignoring the differences between the two languages of adverbial word order, it is easy to cause errors. The negative transfer of mother tongue is An important cause of errors. Third, learners' translation expression strategies. Learning in the primary stage of learning and often borrow the translation type expression strategy to complete the sentence, in the process of using the target language in language translation, interference effect of the negative transfer of the mother tongue gradually highlights, resulting in errors of fourth. Learners, to master the target language grammar is not accurate. This includes the effect of classroom teaching, teaching materials and learners of misleading due to master the language knowledge.
The third part, the author puts forward teaching suggestions from the teaching materials, and puts forward suggestions for the teaching of adverbial word order in three aspects: the teaching method of 1. step by step, the key is stratified teaching. The primary stage should focus on the basic word order in Chinese teaching, pay attention to a number of adverbial word order teaching in the intermediate stage, advanced stage focuses on variable order word order teaching, focus on training the sense of Chinese.2. learners pay attention to contrast, write targeted teaching materials. The analysis of Chinese and English should be incorporated into the content of adverbial word order contrast materials, using easy language learners to understand and accept the textbooks.3. entertaining, lively and interesting teaching methods. The establishment of Chinese adverbial word order by "Lianliankan" to help learners and by "everyone to leave" to help learners consolidate the adverbial word knowledge, enhance the ability to order correction. Elements of the game into classroom teaching, fully adjustable The degree of participation of the learners in the classroom.

【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】