基于HSK语料库的中高级阶段留学生关联词语偏误分析与教学

发布时间：2018-05-07 14:36

本文选题：HSK语料库 + 中高级阶段　；参考：《广西大学》2012年硕士论文

【摘要】：本文以HSK动态作文语料库中的关联词语为研究对象,并结合调查问卷对关联词语的偏误情况进行统计分析,进而对部分典型偏误词语的偏误现象进行具体描述分类。由此对偏误原因做出更为全面的探讨,并提供相关的教学建议,以供参考。首先以《汉语水平等级标准与语法等级大纲》中所列举的甲、乙、丙、丁四个等级的共113个关联词语(包括合用的关联词语)为考察范围,并按照并列、承接、递进、选择、因果、转折、假设、目的、让步、条件这十大语义关系进行分类。在此基础上通过对HSK动态作文语料库的搜索筛选,列出偏误统计表,并结合调查问卷的分析发现关联词语的熟悉程度、难易程度、使用程度都是影响偏误率的重要因素,由此提出在分析具体关联词语的偏误情况时,应结合以上因素进行考量,而不能以偏误率的高低作为唯一的衡量标准。其次,根据这一标准,选取了表示不同语义关系类型的16个典型偏误词语,并按照错用、缺少、多余、错序、搭配不当的分类,结合例句,对其在复句形式中的偏误情况进行了描述分析。此外也提及了语段中常出现的多重偏误现象。在偏误原因上从五个方面进行了探讨,强调了关联词语的自身复杂性、回避策略以及过度泛化对偏误所构成的决定性影响。在关联词语的自身复杂性中又按照能力多重、区分度小、搭配灵活、位置分布复杂、使用范围受限等进行了细分。此外,母语的负迁移与教学与教材中存在的一些不足也是造成偏误的重要因素。针对以上偏误情况与偏误原因的分析,本文从教师课堂教学的各个环节与学生学习策略的角度对关联词语教学提出了一些建议,并自主设计了一份综合课关联词语教学的教案,希望能够为教师的教学与留学生的学习提供一些有益的参考。
[Abstract]:This paper takes the association words in the HSK dynamic composition corpus as the research object, and carries on the statistical analysis to the correlation words error situation with the questionnaire, and then carries on the concrete description classification to the partial typical error words error phenomenon. Therefore, this paper makes a more comprehensive discussion on the causes of errors, and provides relevant teaching suggestions for reference. First of all, a total of 113 related words (including relevant words) listed in A, B, C and D levels listed in the outline of Chinese level Standard and Grammar grades (including relevant words) are investigated, and are selected according to the criteria of juxtaposition, acceptance, progression, and selection. Causality, transition, hypothesis, purpose, concession and condition are the ten semantic relations to be classified. On this basis, through the search and screening of the HSK dynamic composition corpus, the error statistics table is listed, and combined with the analysis of the questionnaire, it is found that the familiarity, the difficulty and the use of the associated words are the important factors that affect the error rate. Therefore, it is suggested that the above factors should be taken into account when analyzing the errors of specific related words, and the level of error rate should not be taken as the sole criterion. Secondly, according to this criterion, 16 typical error words representing different semantic relation types are selected and classified according to misuse, lack, superfluity, wrong order, improper collocation, combined with example sentences. The errors in complex sentence form are described and analyzed. In addition, it also refers to the phenomenon of multiple errors that often occur in the passage. This paper probes into the causes of errors from five aspects, and emphasizes the decisive influence of the complexity of the related words, avoidance strategies and overgeneralization on the errors. In the complexity of the related words, they are subdivided according to their multiple abilities, small degree of distinction, flexible collocation, complex location distribution and limited scope of use. In addition, the negative transfer of mother tongue and some deficiencies in teaching and teaching materials are also important factors. Based on the analysis of the above errors and the causes of the errors, this paper puts forward some suggestions on the teaching of the associative words from the angles of the teachers' classroom teaching and the students' learning strategies, and designs a teaching plan for the teaching of the associative words in the comprehensive class. Hope to provide some useful reference for the teaching of teachers and the study of foreign students.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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