汉语作为第二语言的差比句习得研究及偏误分析

发布时间：2018-05-04 09:10

本文选题：差比句 + 习得研究　；参考：《西北师范大学》2014年硕士论文

【摘要】：差比句是对外汉语教学中一个重要的语法点，作为常用句式的一种，差比句因为句式种类多，本体研究仍存在一些分歧，这增加了差比句对外汉语教学的难度。国内外学者对差比句的本体研究成果非常丰富，但基于对外汉语教学的差比句研究却较少。本文以“HSK动态语料库”为语料来源，对留学生差比句的习得过程、偏误分析等方面进行深入、细致的探讨。文本以本体研究为基础，在对比分析留学生差比句的语料基础上，通过数据统计、图表展示等方法，探讨差比句的二语习得、偏误类型分析、偏误原因和对外汉语教学策略等问题。通过对留学生差比句使用频率、偏误率以及偏误使用相对频率进行分析，发现留学生在习得差比句时存在一定的习得难度。以具体偏误实例为依据，依托了差比句的结构将偏误分为比较标记方面的偏误、比较项方面的偏误和结论项方面的偏误；同时依据偏误的类型将偏误分为遗漏、误加、错序、误代和杂糅五种偏误类型。在习得过程研究及偏误分析的基础上，从留学生方面、课堂教学方面和语言认知和语言结构方面对留学生习得差比句原因进行分析。并由此提出差比句的对外汉语教学策略，建议从教学内容和教学方法两方面入手，注重易混句法成分的比较分析、针对性练习的设置、对差比句分等级教学等，同时依托于语际对比教学、语感教学以及纠错教学，，开展留学生差比句的教学。
[Abstract]:Differential-ratio sentence is an important grammatical point in teaching Chinese as a foreign language. As one of the commonly used sentence patterns, there are still some differences in the study of ontology because of the variety of sentence types, which increases the difficulty of teaching Chinese as a foreign language. Scholars at home and abroad have made a great deal of research on the Noumenon of contrast sentences, but there are few researches on them based on teaching Chinese as a foreign language. Taking HSK dynamic Corpus as the data source, this paper makes a thorough and detailed study on the acquisition process and error analysis of foreign students' difference comparison sentences. On the basis of ontological study, this paper discusses the second language acquisition and error type analysis of foreign students by means of data statistics, chart display and so on, on the basis of contrastive analysis of the corpus of foreign students' difference comparison sentences. The causes of errors and teaching strategies for Chinese as a foreign language. By analyzing the frequency, error rate and relative frequency of foreign students' use of difference ratio sentences, it is found that it is difficult for foreign students to acquire difference ratio sentences. Based on the concrete error examples, the errors are divided into three categories: the comparative errors, the comparative errors and the conclusion errors, and the errors are classified into omissions, errors, and errors according to the types of errors, and the errors are divided into three categories: the errors of comparison, the errors of comparison items and the errors of conclusion items, at the same time, according to the types of errors, errors are classified into omissions, errors and errors. Error-generation and hybridity are five types of errors. On the basis of the study of acquisition process and the analysis of errors, this paper analyzes the reasons of the difference in the acquisition of sentences from the aspects of foreign students, classroom teaching, language cognition and language structure. From this point of view, the author puts forward the strategy of teaching Chinese as a foreign language, and suggests that, from the aspects of teaching content and teaching method, it should pay attention to the comparative analysis of syntactic elements, the setting of specific exercises, the teaching of different sentence levels, etc. At the same time, it relies on the contrastive teaching, language sense teaching and error correction teaching.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

【参考文献】