高级水平日本留学生议论文语篇衔接偏误分析

发布时间：2018-05-30 21:30

本文选题：高级日本留学生 + 议论文语篇衔接　；参考：《南京大学》2014年硕士论文

【摘要】：对外汉语教学的根本任务是培养学习者运用汉语交际的能力,交际能力不仅包括使用独立句子的能力,还包括组句成段、成篇的能力,也就是语篇能力。议论文语篇在日常生活、考试书面表达中很常见,是学习者针对某一话题表达自己看法的文体。正确的衔接在议论语篇中显得尤为重要,只有使用了正确的衔接,才能清晰有条地表达自己的观点。而留学生在这方面的能力比较欠缺。本文从北京语言大学HSK动态作文语料库中,选取了63篇获得高级汉语证书的日本考生的议论文语篇,共计25480字。针对高级水平日本留学生的议论文语篇衔接偏误,本文按照黄国文的分类方法,从语法衔接、词汇衔接和逻辑衔接三类衔接方式出发,对语料中的衔接偏误进行全面分析。通过分析发现,语法衔接方面的偏误主要是省略和照应这两类衔接手段使用有误；词汇衔接方面的偏误包括词汇复现冗余、词汇衔接误用以及遗漏偏误；逻辑衔接方面的偏误有遗漏、误用、冗余和错序这四类。在语法衔接中,省略类偏误总数大于照应类偏误。在省略类偏误中,“省略不足”类偏误包括主语省略不足、定语省略不足这两种情况,其中,主语省略不足偏误用例数多于定语省略不足偏误；“省略过多”类偏误略少于省略不足,这类偏误主要是主语缺失造成的主语省略过多。照应类偏误主要是照应形式的误用和照应词的误用。照应形式误用偏误主要包括代词照应与名词照应之间的误用；照应词误用偏误包括人称照应词误用和指示照应词误用这两种情况,其中指示照应词误用偏误用例数远多于人称照应词误用。在词汇衔接中,冗余偏误要多于误用偏误,遗漏类偏误数量最少。在误用类偏误用例中,类内误用占大多数,跨类误用的情况相对较少。另外,复现关系偏误在数量上多于同现关系偏误,且原词复现出现的偏误数要多于同义词复现,这可能是由于原词复现比同义词复现简单,所以考生对后者选择回避；同现关系偏误用例分布中,反义关系和并列下义词关系同现偏误数量相当,搭配关系同现偏误较少。在逻辑衔接中,遗漏类偏误用例数最多,误用类偏误次之,冗余类偏误较少,错序类偏误最少。且遗漏类偏误和误用类偏误在数量上远远大于后两类。遗漏类偏误中,完全遗漏和部分遗漏这两类偏误数量相当,这反映了学习者在写作过程中有过度追求语言经济性的情况；误用类偏误包含同类误用和跨类误用,同类误用的偏误数量大于跨类误用。错序类偏误用例数较少,这可以说明高级水平的日本留学生在汉语语序方面已经基本没有问题了。在找出语料中的偏误并对其分类后,本文总结了偏误分布特点,发现高级水平日本留学生议论文语篇衔接偏误主要具有不平衡的特点,这种不平衡性主要表现为各类衔接手段的偏误分布不平衡和衔接手段的下位类型偏误分布不平衡。另外,本文还将语料中的偏误情况和马燕华在《中级汉语水平日本留学生汉语语段衔接调查分析》一文中得到的结论作对比,找出区别并分析原因。最后,本文还从目的语、母语、学习者和教学过程这四个方面分析语料中偏误产生的原因,主要有：目的语汉语知识的不足、母语日语的负迁移、学习者自身的因素以及教学过程中的相关因素。在此基础上,本文从教材、教师两个方面对对外汉语教学提出了一些切实可行的建议,以期提高留学生的汉语语篇衔接能力。
[Abstract]:The basic task of teaching Chinese as a foreign language is to cultivate the ability of the learners to use Chinese communication. The communicative competence includes not only the ability to use independent sentences, but also the ability to form a paragraph, and the ability to form a text. The discourse is very common in daily life and in the written expression of the examination. It is the learner's own view of a topic. The correct cohesion is particularly important in the argumentative discourse. Only by using the correct cohesion can we express his views clearly and stripe. And the ability of the students in this field is short. This paper selects 63 Japanese candidates from the HSK dynamic composition corpus of Beijing Language and Culture University. According to Huang Guowen's classification method, this paper makes a comprehensive analysis of the Cohesion Errors in the corpus based on the three cohesive ways of grammatical cohesion, lexical cohesion and logical cohesion, according to Huang Guowen's classification method. The main errors in grammatical cohesion are the main errors of the grammatical cohesion. The misuse of these two types of cohesive devices is misused, and the errors in lexical cohesion include lexical repetition redundancy, misuse of lexical cohesion and omission misuse; errors in logical cohesion are missing, misused, redundant and misordered. In grammatical cohesion, the total error of ellipsis is greater than that of anaphora. In ellipsis, " There are two kinds of errors: omission of subject omission and inadequacy of attribution, among which, the number of omission and misuse of the subject is more than the error of the attributive omission; the error of "ellipsis" is slightly less than the omission, and the main error is the omission of the subject subject to the lack of subject. The main error of the type of anaphora is the form of the anaphora. Misuse of style and misuse of anaphora. Misuse of the form of anaphora mainly includes misuse between pronouns and noun anaphora; misuse of anaphora includes two cases of misuse of personal reference and misuse of indicative anaphora, among which the number of misuse cases is far more than personal anaphora misuse. The residual errors are more than misuse errors, and the number of missing class errors is the least. In the misuse misuse cases, the internal misuse accounts for the majority, and the cross class misuse is relatively small. In addition, the number of reduplication errors is more than the occurrence of the same relationship, and the number of errors in the reappearance of the original word is more than the repetition of the synonyms, which may be due to the repetition ratio of the original word. The synonym is simple to reproduce, so the examinee chooses the latter to avoid the latter; in the distribution of the discounted relation error case, the amount of the relationship of the antisense and the parallel meaning is equal, and the collocation relationship is less mistaken. In the logical connection, the missing class is the most misused, the misuse class is misused, the redundant class is less, and the wrong order class is the least error. The number of misuse and misuse of class bias is far greater than the latter two categories. The number of errors in the missing category, complete omission and partial omission are the equivalent of the two types of errors, which reflect the excessive pursuit of language economy in the process of writing; misuse of class misuse includes the same kind of misuse and cross class misuse and the misuse of the same kind. The number is larger than the misuse of cross class. The number of misuse cases is less, which shows that the higher level Japanese students have basically no problems in the Chinese language order. After finding out the errors in the corpus and classifying them, this paper sums up the characteristics of the error distribution, and finds that the Cohesion Errors of the advanced Japanese foreign students' argumentative discourse are mainly due to the errors. The imbalance is mainly manifested in the imbalance of the error distribution of various cohesive devices and the unbalanced distribution of the lower type of the cohesive devices. In addition, this paper also makes the conclusion of the errors in the corpus and the conclusion of Ma Yanhua in the study of the connection between the Chinese language segment of the intermediate Chinese and the Chinese language section of the intermediate Chinese. In the end, this paper also analyzes the causes of errors in the four aspects of the target language, the mother tongue, the learners and the teaching process, including the lack of the Chinese knowledge of the target language, the negative transfer of the native language of the mother tongue, the factors of the learners themselves and the related factors in the teaching process. Teaching materials and teachers put forward some practical suggestions for teaching Chinese as a foreign language in two aspects in order to improve the cohesion ability of foreign students in Chinese.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

【参考文献】