留学生汉语成语使用偏误研究

发布时间：2018-05-13 18:59

本文选题：成语使用 + 偏误分析　；参考：《吉林大学》2012年硕士论文

【摘要】：在对外汉语教学中，成语教学一向是难点。成语是汉语长期发展淬炼得出的精华，其自身数量庞大、结构特殊、内涵复杂、来源广泛，因此学习起来存在一定的难度。正确理解和熟练应用汉语成语是留学生真正掌握汉语必不可少的途径之一。但是至今为止，，成语教学并没有引起足够的重视，对它的研究力度也不够，留学生在成语学习上普遍存在畏难心理，这最终导致成语教与学的现状并不理想。本文从研究“HSK动态作文语料库”中的成语偏误入手，归纳出留学生在语言学习的高级阶段成语使用偏误的类型，概括了语料库中成语偏误的特点，进而解释留学生成语偏误产生的原因，同时针对成语教学现状提出了相应的教学建议。全文共分五章：第一章介绍了对语料库中留学生汉语成语偏误进行研究的起因、意义以及研究的主要内容，同时阐述了当前在对外汉语教学中成语研究的现状。第二章作为全文的主体部分，主要对“HSK动态作文语料库”中出现的成语偏误进行了归类分析，大致分成三个类型，即形式结构的偏误、语义使用的偏误、句法功能的偏误。其中，又对成语语义的偏误进行了具体分析，将其表现形式分为语义不明、语义重复、语义矛盾、语义偏离、语义色彩不当等五种。除此之外，本章还概括了语料库中成语偏误的特点。第三章在分析成语偏误类型的基础上，论述了成语偏误产生的原因。笔者认为成语偏误之所以存在，原因有以下几个方面：成语自身结构的影响，成语复杂的文化内涵的影响，成语教学产生的影响，大纲、语言测试和工具书等方面的综合影响。第四章针对目前的成语教学现状，结合前面章节对偏误类型和偏误成因的分析研究，笔者从教学方法和教学内容两个方面，对汉语成语教学提出了一些建议。第五章是结语部分，对全文所论述的内容进行了归纳概括。
[Abstract]:In teaching Chinese as a foreign language, idiom teaching has always been a difficult point. Idioms are the essence of the long term development of Chinese, which has a large number, special structure, complex connotations and wide sources, so it is difficult to learn. Correct understanding and skillful application of Chinese idioms is one of the indispensable ways for foreign students to master Chinese. However, so far, idiom teaching has not attracted enough attention, and the research on it is not enough. Foreign students generally have the psychology of fear of difficulties in idiom learning, which ultimately leads to the fact that the present situation of idiom teaching and learning is not ideal. Starting with the study of idiom bias in HSK dynamic composition Corpus, this paper sums up the types of idioms used by foreign students in advanced stages of language learning, and summarizes the characteristics of idiom errors in the corpus. Then it explains the causes of idiom errors of foreign students, and puts forward corresponding teaching suggestions in view of the present situation of idiom teaching. The full text is divided into five chapters: The first chapter introduces the causes, significance and main contents of the research on the Chinese idiom bias of the foreign students in the corpus. At the same time, it expounds the current situation of idiom research in teaching Chinese as a foreign language. The second chapter, as the main part of the thesis, mainly classifies and analyzes the idiom errors in HSK dynamic composition Corpus, which can be divided into three types: the errors of formal structure, the errors of semantic usage and the errors of syntactic functions. Among them, the idiom semantic bias is analyzed in detail, and its expression forms are divided into five types: semantic ambiguity, semantic repetition, semantic contradiction, semantic deviation and improper semantic color. In addition, this chapter also summarizes the characteristics of idiom errors in the corpus. On the basis of analyzing the types of idiom errors, the third chapter discusses the causes of idiom errors. The author thinks that idiom bias exists in the following aspects: the influence of idiom's own structure, the influence of idiom's complex cultural connotation, the influence of idiom teaching, the comprehensive influence of outline, language test and reference book, etc. In the fourth chapter, according to the present situation of idiom teaching, combined with the analysis of the types and causes of errors in the previous chapters, the author puts forward some suggestions for the teaching of Chinese idioms from two aspects: teaching methods and teaching contents. The fifth chapter is the conclusion part, which summarizes the content of the full text.
【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

【参考文献】