留学生作文中的指称偏误研究

发布时间：2018-03-28 16:26

本文选题：指称偏误　切入点：代词指称偏误　出处：《吉林大学》2012年硕士论文

【摘要】：在对外汉语教学中，有这样一种现象：学生的单句表达都正确，成套地说话就会出现各种问题，甚至连代词也不会用了。探其原因，我们发现有两点不容忽视：一是教师比较重视单句层面的教学，忽视了篇章层面的教学；二是对外汉语教材没有把篇章层面的教学引入进去，这导致了留学生在写作中篇章衔接方面的偏误屡屡出现。指称偏误是篇章衔接偏误的一种，也是留学生偏误率最高的偏误。正是因为这样，留学生无法说出成套地地道的汉语，也无法写成地道的汉语作文，因此，如何避免出现指称偏误是迫在眉睫的问题。针对这一现象，加强语篇教学，尤其是指称教学就成为了对外汉语课堂十分重要的内容。本文结合HSK动态作文语料库，，将留学生作文中的指称偏误分为代词指称偏误、名词指称偏误、零形式指称偏误，探究其偏误成因，并提出了相应的解决对策，以其丰富篇章教学理论，改善目前教学中的不足。本论文共分为五部分。第一部分，引言，阐述研究目的、文献综述、语料的来源及其整理，并对本文中使用的相关术语进行了界定。第二部分，留学生指称偏误类型考察。结合具体的偏误实例，将偏误类型分成了代词指称偏误、名词指称偏误和零形式指称偏误，每种偏误类型又具体分为缺少、多余、误用，并发现了使用代词回指、名词回指、零形式指称的规律。第三部分，留学生指称偏误成因考察。通过指称偏误类型的考察，笔者将偏误成因概括为三个方面：留学生母语负迁移的影响，缺乏指称意识；教师在教学过程中忽视了指称教学；对外汉语教材没有把代词的语篇连接功能编入教材。第四部分，针对指称偏误的对策。通过对偏误类型和偏误成因的考察，笔者提出了几点对策：促使留学生增强正迁移，避免负迁移；加强第一人称、第三人称代词与指示代词“这”的教学；教师组织学生进行针对性的模仿练习。希望能为对外汉语教学提供一些帮助。第五部分，结论，对论文进行总结。
[Abstract]:In the teaching of Chinese as a foreign language, there is such a phenomenon that students' simple sentences are all right, and there will be various problems in speaking in complete sets, even pronouns won't be used. We find that there are two points that can not be ignored: first, teachers pay more attention to the teaching of single sentence, ignoring the teaching at text level; second, the teaching of Chinese as a foreign language has not been introduced into the teaching at text level. This led to the frequent occurrence of errors in the textual cohesion of foreign students. The referential error is one of the most frequent errors in textual cohesion. It is precisely because of this that the foreign students are unable to speak Chinese as a complete set of authentic Chinese. Therefore, how to avoid referential errors is an urgent problem. In view of this phenomenon, strengthening text teaching, especially referential teaching, has become a very important part of the TCSL classroom. In this paper, the referential errors in the compositions of foreign students are divided into pronoun referential errors in combination with the HSK dynamic composition corpus. This paper probes into the causes of noun reference error and zero form reference error, and puts forward the corresponding countermeasures to improve the deficiency in the present teaching by enriching the text teaching theory. This paper is divided into five parts. The first part, introduction, describes the purpose of the research, literature review, the source and collation of the corpus, and defines the relevant terms used in this paper. The second part is the investigation of the types of reference errors of foreign students. In combination with specific examples of errors, the error types are divided into pronoun reference errors, noun reference errors and zero-form reference errors, and each type of errors is divided into lack and superfluous. The rules of anaphora, noun anaphora and zero form reference are found. The third part is the investigation of the causes of the reference errors of foreign students. Through the investigation of the types of reference errors, the author generalizes the causes of errors into three aspects: the influence of the negative transfer of foreign students' mother tongue, the lack of reference consciousness; Teachers ignore referential teaching in the process of teaching, and Chinese as a foreign language textbook does not incorporate the textual connective function of pronouns into the textbook. In the fourth part, according to the countermeasures of reference bias, through the investigation of the types and causes of errors, the author puts forward several countermeasures: to promote the positive transfer of foreign students, to avoid negative transfer, to strengthen the first person, The third person pronoun and the demonstrative pronoun "this" teaching; the teacher organizes the student to carry on the targeted imitation practice, hoped can provide some help for the teaching of Chinese as a foreign language. The fifth part, the conclusion, carries on the summary to the thesis.
【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

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