匈牙利学生“比”字句偏误分析

发布时间：2018-05-12 19:01

本文选题：匈牙利 + “比”字句　；参考：《北京外国语大学》2014年硕士论文

【摘要】：“比”字句是用介词“比”引出比较对象,对两个事物的差异进行比较的句式,是现代汉语语法的重要组成部分,也是匈牙利学生较早接触并频繁使用的重要语法项目之一。由于“比”字句的句式很多,学生在使用时会产生各种偏误,集中反映了对外汉语“比”字句教学的重点和难点,研究这些偏误可以更好地指导教学。随着国别化研究的兴起,对汉字文化圈及英语母语国家的偏误研究越来越多,但对匈牙利这样小语种国家的研究还很少。因此本文对匈牙利学生的“比”字句偏误进行了描写分析,全文共分为五个部分：第一章包括选题意义与研究内容、研究思路与方法,以及相关研究综述。本文在前人对“比”字句研究的基础上,以偏误分析理论为指导,主要采用调查统计、对比分析和访谈法对匈牙利学生的“比”字句偏误进行研究,研究范围限定在结论项为形容词的八种句式。第二章对偏误进行分类描写。第一步分类,首先对“比”字句的偏误进行句法和语义的分类,然后按照构成成分将句法偏误分为主语、比较项、结论项和比较标记偏误四类,每一类又分别包含误加、误用、错序、遗漏和杂糅。第二步根据学生汉语水平的高低对初、中、高级学生的各类偏误进行描写,总结各阶段学生学习的重点和难点。第三章分析偏误产生的原因。一是学习者内部原因,将匈牙利语差比句式和现代汉语“比”字句进行对比,说明匈牙利语负迁移对学生偏误的影响,同时分析了目的语规则泛化和学习策略对偏误的影响。二是外部环境因素的制约,主要是教材编写不合理及教师教法不当。第四章提出教学建议。一是要培养学生正确的学习策略,通过间接纠错降低学生语言焦虑,二是教材编写要体现匈牙利学生特点,对不同句式分阶段分课时编排、句式讲解简单准确、练习数量适中且形式多样,三是传统的3P教学法应注意展示简单直接、讲解浅显易懂、练习方式生动活泼,对于成人的教学可以尝试“任务型”教学法。第五章对前文进行总结,指出匈牙利学生“比”字句偏误研究的不足,并对后续研究提出了建议和展望。
[Abstract]:The sentence "Bi" is a sentence that uses the preposition "bi" to lead to the comparative object and compares the differences between the two things. It is an important part of modern Chinese grammar and one of the important grammatical items that Hungarian students contact and frequently use earlier. Because there are many sentence patterns of "Bi" sentence, students will produce a variety of errors when they use it, which reflects the key points and difficulties in teaching Chinese as a foreign language "bi" sentence, and the study of these errors can better guide the teaching. With the rise of nationalization research, there are more and more researches on Chinese character culture circle and English-speaking countries, but there are few researches on small language countries such as Hungary. Therefore, this paper describes and analyzes the errors of the Hungarian students'"Bi" sentence, and the full text is divided into five parts: The first chapter includes the significance of the topic and research content, research ideas and methods, as well as related research review. Based on the previous researches on "Bi", and guided by the theory of error analysis, this paper mainly adopts the methods of investigation, statistics, comparative analysis and interview to study the errors of "bi" in Hungarian students. The scope of the study is limited to the eight sentence patterns in which the conclusion item is an adjective. The second chapter classifies errors. The first step is to classify the errors of "bi" sentences by syntax and semantics, and then divide them into four categories: subject, comparative item, conclusion item and comparative marker error, each of which includes the addition and misuse of the sentence, each of which is divided into four categories: subject, comparative item, conclusion item and comparative marker error, each of which is divided into four categories: subject, comparative item, conclusion item and comparative marker error. Wrong order, omission and hybridity. The second step is to describe the errors of the primary, middle and advanced students according to the level of students' Chinese level, and summarize the key points and difficulties of the students' learning in each stage. The third chapter analyzes the causes of errors. The first is the internal reasons of the learners. By comparing the Hungarian sentence structure with the modern Chinese word "Bi", the author explains the influence of the Hungarian negative transfer on the students' errors, and analyzes the effects of the generalization of the target language rules and the learning strategies on the errors. The second is the external environmental factors, mainly the unreasonable compilation of teaching materials and improper teaching methods. The fourth chapter puts forward teaching suggestions. One is to cultivate students' correct learning strategies, to reduce students' language anxiety through indirect error correction, and the other is to reflect the characteristics of Hungarian students in the compilation of teaching materials, to arrange different sentence patterns in stages and in class, and to explain the sentence patterns simply and accurately. The number of exercises is moderate and the forms are various. Third, the traditional 3P teaching method should be simple and direct, the explanation is simple and easy to understand, the way of practice is lively, and the teaching of adults can try "task-based" teaching method. The fifth chapter summarizes the above, points out the shortcomings of the research on the errors of the Hungarian students, and puts forward some suggestions and prospects for the further study.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3

【参考文献】