英美留学生HSK高级写作中书面语体偏误分析

发布时间：2018-09-09 09:34

【摘要】：近年来,随着中国综合实力的不断提升,外国人学习汉语的热情不断高涨。中国汉语水平考试HSK作为测试母语非汉语者(包括外国人、华侨和中国少数民族考生)的标准化考试,日益受到人们的关注。经过调查发现,对于HSK考试的研究大多都是从词汇、语法、考试机制等角度来进行分析,很少有学者专门从语体的角度尤其是书面语体的角度来对HSK写作进行分析研究。长期以来,对外汉语教学中的语体教学常常被人们忽视,留学生汉语语体习得情况令人担忧。所以,我们非常有必要从语言学中语体的角度来对留学生HSK考试作文进行偏误分析研究,既有助于我们解决实际问题,也有助于拓展语言学研究及对外汉语教学的范围和领域。本文从语体学的角度出发,采用第二语言习得中偏误分析方法研究160篇英美留学生HSK高等写作考试作文,归纳出典型的语体偏误类型。然后,深入探究形成语体偏误的原因,在此基础上提出一些改进教学的建议。全文共分为七个部分。第一章,对本文选题的缘起、理论依据、研究思路、方法、语料来源以及价值和创新之处进行简要说明。第二章,对汉语语体问题的研究综述。分别从语言学界和对外汉语教学方面综述了书面语体的研究现状,重点梳理了语言学界关于书面语体和口语语体的区别这一问题的研究成果,作为本文进行语体偏误分析的理论依据。第三章,从语体的外部因素和内部因素两个角度分析留学生HSK高级写作的书面语体要求。第四章,采用第二语言习得中偏误分析方法分析160篇HSK考试作文,从因与特定语境不协调而产生的语体偏误、因与所选文体要求不一致而产生的语体偏误和因前后韵律不协调而产生的语体偏误三方面进行分类分析。第五章,从汉语语体认知、语言迁移的影响、教学方面的问题和学生自身的因素四方面探究形成英美留学生语体偏误的原因。第六章,从学生、教学和教材三方面提出一些改进的建议。第七章,对全文进行简要概括并得出本文最终的结论。经过初步的研究,本文得出以下结论：第一,借鉴郑颐寿先生的语体研究成果以及对范文的辞体属性分析,明确了写作考试常见文体的语体归属：应用文归属于实用体下的大众应用体；记叙文归属于文艺体下的散言体；议论文属于实用语体和文艺语体的融合体,具体归属于文艺社会科学体下的文艺政论；说明文属于实用语体和文艺语体的融合体,应该归属于文艺实用体。进一步明确了不同语体的不同的语言特征,可以作为对外汉语高级写作考试的书面语体要求。第二,英美留学生出现的语体偏误主要集中在不同语体的近义形式方面,突出表现在：因与特定语境不协调而产生的语体偏误、因与所选文体要求不一致而产生的语体偏误和因前后韵律不协调而产生的语体偏误三方面。第三,造成英美留学生语体偏误的原因比较复杂,包括汉语语体本身研究不足和认知难度大、学生母语和目的语的负迁移影响、对外汉语语体教学的忽视和学生自身的因素,等等。第四,针对高级阶段英美留学生语体偏误产生的原因,留学生和教师都应该提高认识,重视对外汉语语体教学。我们从一开始就进行分阶段有针对性的对外汉语语体教学,从课型、教学方法、教材编写各个方面入手,将语体意识贯穿到汉语教学的各个阶段,使学生能够进一步提高运用汉语的实际能力,预防学生语体偏误的发生。
[Abstract]:In recent years, with the continuous improvement of China's comprehensive strength, the enthusiasm of foreigners to learn Chinese has been rising. As a standardized test for non-native speakers (including foreigners, overseas Chinese and Chinese ethnic minority candidates), the Chinese Language Proficiency Test (HSK) has attracted more and more attention. It is analyzed from the perspectives of vocabulary, grammar, examination mechanism and so on. Few scholars specially study HSK writing from the perspective of style, especially from the perspective of written style. It is necessary to analyze the errors in HSK compositions of foreign students from the perspective of linguistic stylistics, which not only helps us to solve practical problems, but also helps to expand the scope and field of linguistic research and teaching Chinese as a foreign language.
From the perspective of stylistics, this paper studies 160 English and American students'compositions in HSK Advanced Writing Examination by using the method of Error Analysis in Second Language Acquisition, and summarizes the typical types of stylistic errors.
Chapter One gives a brief account of the origin, theoretical basis, research ideas, methods, source of corpus, value and innovation of this paper.
In the second chapter, the author reviews the research on Chinese stylistics from the perspective of linguistics and teaching Chinese as a foreign language.
Chapter three analyzes the stylistic requirements of HSK advanced writing from the external and internal factors.
In Chapter Four, 160 HSK compositions are analyzed by using the method of Error Analysis in Second Language Acquisition (SLA). They are classified into three aspects: stylistic errors due to inconsistency with specific context, stylistic errors due to inconsistency with selected stylistic requirements and stylistic errors due to inconsistency between prosody and prosody.
Chapter Five explores the causes of stylistic errors among English and American students from four aspects: Chinese stylistic cognition, the influence of language transfer, teaching problems and students'own factors.
The sixth chapter, from the students, teaching and teaching materials three aspects put forward some suggestions for improvement.
The seventh chapter summarizes the whole article and draws the final conclusion.
After preliminary research, the following conclusions can be drawn:
Firstly, by referring to Mr. Zheng Yishou's stylistic research achievements and the analysis of the stylistic attributes of the model essays, the author clarifies the stylistic attribution of the common styles in writing examinations: practical writing belongs to the popular application style under the practical style; narrative writing belongs to the nonsense style under the literary and artistic style; argumentative writing belongs to the fusion style of the practical style and the literary and artistic style. Literary and political theory belongs to the style of literature, art and social sciences, which shows that literature belongs to the fusion of practical style and literary and artistic style, and should belong to the practical style of literature and art.
Secondly, the stylistic errors of English and American students mainly focus on the synonymous forms of different styles, which are mainly manifested in the following three aspects: the stylistic errors caused by the inconsistency with the specific context, the stylistic errors caused by the inconsistency with the selected stylistic requirements and the stylistic errors caused by the inconsistency between the prosody and the prosody.
Thirdly, the causes of stylistic errors of English and American students are rather complicated, including insufficient research on Chinese style itself and the difficulty of cognition, the negative transfer of students'mother tongue and target language, the neglect of teaching Chinese as a foreign language and the students' own factors, and so on.
Fourthly, in view of the causes of stylistic errors of advanced English and American students, both foreign students and teachers should pay more attention to the teaching of Chinese as a foreign language. In all stages of teaching, students can further improve their practical ability to use Chinese and prevent the occurrence of stylistic errors.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】