印尼学生习得汉语“有”和“在”的偏误分析

发布时间：2018-05-03 01:31

本文选题：汉语和印尼语的“有”和“在” + 对比分析　；参考：《福建师范大学》2012年博士论文

【摘要】：印尼的汉语教学属于外语或第二语言教学(以下为表述方便,统称“第二语言教学”)。本人作为一名印尼本土汉语教师在教学中发现,印尼学生由于受母语负迁移(对印尼本民族学生而言是“母语负迁移”,对华族学生来说是“第一语言负迁移”,以下为表述方便,统称“母语负迁移”)的影响,同时也因为所学汉语知识有限、还不熟悉目的语语法规则,所以经常出现各种偏误。本文从汉语作为第二语言教学实际出发,在梳理前人研究成果的基础上,运用对比分析、偏误分析以及第二语言习得的理论和方法,对印尼学生习得汉语“有”和“在”的情况进行考察研究,以期找出习得规律,指导教学实践。本研究首先利用暨南大学华文学院语料库以及本人的问卷测试收集印尼学生习得汉语“有”和“在”的偏误,而后通过分析归纳偏误的主要类别、找出偏误的成因,在此基础上详细分析了印尼学生在初、中、高级三个不同阶段“有”和“在”的习得顺序及特点,最后运用对比分析法、依据难度等级模式分别对汉语作为第二语言教学的教学大纲和印尼通用汉语教材中“有”和“在”的编排情况进行考察,指出教材及实际教学中有待改进之处,并提出相应的教学策略。
[Abstract]:The teaching of Chinese in Indonesia is a foreign language or a second language teaching. As an Indonesian native Chinese teacher, I have found that Indonesian students have been transferred by their mother tongue ("mother tongue negative transfer" to native Indonesian students and "first language negative transfer" to Chinese students). The following is the influence of convenient expression, collectively called "negative transfer of mother tongue"). At the same time, due to the limited knowledge of Chinese and unfamiliar with the grammatical rules of the target language, various errors often occur. Based on the practice of teaching Chinese as a second language, this paper makes use of the theories and methods of contrastive analysis, error analysis and second language acquisition on the basis of combing the previous research results. In order to find out the rules of acquisition and guide the teaching practice, this paper investigates and studies the situation of Indonesian students' acquisition of Chinese "you" and "in there". In this study, the corpus of the Chinese College of Jinan University and my questionnaire tests were used to collect the errors of "you" and "in" in the acquisition of Chinese by Indonesian students, and then to find out the causes of the errors by analyzing the main categories of errors. On this basis, this paper analyzes in detail the acquisition sequence and characteristics of Indonesian students in three different stages of "you" and "in" at the beginning, middle and advanced stages. Finally, a comparative analysis is used. According to the difficulty level model, the arrangement of "you" and "Zai" in the syllabus of Chinese as a second language teaching and the arrangement of "you" and "Zai" in the general Chinese teaching materials in Indonesia are investigated respectively, and points out that the teaching materials and the actual teaching should be improved. And put forward the corresponding teaching strategy.
【学位授予单位】：福建师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H195.3

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