在华印尼留学生汉语语法偏误辨正能力的培养
发布时间：2018-11-24 13:36
【摘要】：语言能力包括听、说、读、写四种技能，但并不是简单地等同于这四种技能。王培光教授（2005）指出语言能力也包括判断偏差能力、指出偏差能力、改正偏差能力、概略语言感知能力、系统语言感知能力，这写五种能力界定为语言相关能力，，而他将判断能力、指出能力、改正能力合称为语感。本文提到的语法偏误辨正能力是说凭学习者目的语正确语感与目的语语法规则的掌握程度，从而对语法项目通过思考判断其是否正确，并能够指出，和改正语法偏误的一种语言能力。 本文内容共分为六个部分。第一章是绪论部分，介绍本文选题的缘起，研究目的、意义及目前对偏误与语言能力的研究现状，概述本文研究对象，研究方法、计划，说明偏误语料与辩证能力的关系。第二章是印尼留学生母语和目的语语法特点对比分析，主要论述印尼语和汉语的语法特点差异。第三章是在华印尼留学生汉语语法偏误辨正能力调查分析，分为四个部分：其一是语法偏误及语法偏误辩证能力调查意义；其二描述在华印尼留学生汉语语法偏误辨正能力调查过程；其三为调查结果及分析，在监控理论和中介语理论之下，采取文献法、观察法和问卷法，分析印尼留学生语法偏误辨正能力的发展情况；其四是问卷反映出来的印尼留学生汉语语法辨正能力问题及原因分析。第四章对在华印尼留学生汉语语法项目输入输出情况调查分析，分为三个部分：其一是语言输入与输出的研究意义；其二描述在华印尼留学生汉语语法学习过程输入输出策略调查过程；其三是调查结果及分析；其四是在华印尼留学生汉语语法学习过程输入输出策略调查结果简析。第五章提出对培养印尼留学生汉语语法偏误辨正能力的建议。参考前人的研究成果，通过问卷验证了结论，在监控理论、中介语理论和认知理论下，向对外汉语教师提出了有效的培养汉语语法偏误辨正能力的教学策略与教材设计和使用策略，针对印尼留学生提出了最佳汉语学习策略建议。第六章是教学实验及反思。教学实验里使用的教学原则是语法偏误分析教学与“语块”教学，注重语法教学与语感教学。教学试验证明，偏误分析练习和“语块”教学确实有助于提高他们的汉语语法偏误辨正能力。
[Abstract]:Language skills include listening, speaking, reading and writing, but not simply equating them. Professor Wang Peiguang (2005) pointed out that language competence also includes the ability to judge deviations, the ability to point out deviation, the ability to correct deviations, the ability to outline language perception, and the ability to perceive system language. And he will judge ability, point out ability, correct ability is called sense of language. The grammatical bias ability mentioned in this paper is based on the learners' sense of correct language in the target language and the degree of mastery of the grammatical rules of the target language, thus judging whether the grammatical items are correct or not through thinking, and can point out that: And a linguistic ability to correct grammatical errors. This paper is divided into six parts. The first chapter is the introduction, which introduces the origin, research purpose, significance and current research status of bias and language competence. It summarizes the research object, research methods, planning and the relationship between error corpus and dialectical ability. The second chapter is a contrastive analysis of the grammatical characteristics of the native language and the target language of the Indonesian students, mainly discussing the differences between the grammatical characteristics of the Indonesian language and that of the Chinese language. The third chapter is the investigation and analysis of the Chinese grammatical errors of Indonesian students in China, which is divided into four parts: the first is the significance of the investigation of the grammatical errors and the dialectical abilities of grammatical errors; Secondly, it describes the process of investigating the Chinese grammar bias of Indonesian students in China. The third is the investigation results and analysis, under the monitoring theory and the interlanguage theory, the literature method, the observation method and the questionnaire method are adopted to analyze the development of the ability of the Indonesian foreign students to correct the grammatical errors; The fourth part is the analysis of the Chinese grammar discrimination ability of Indonesian students. The fourth chapter investigates and analyzes the input and output of Chinese grammar items among Indonesian students in China, which is divided into three parts: the first is the significance of the study of language input and output; The second part describes the investigation process of the Chinese grammar learning process in Indonesia; the third is the survey results and analysis; the fourth is the analysis of the Chinese grammar learning process input and output strategy survey results of the Indonesian students in China. The fifth chapter puts forward some suggestions on how to train the ability of Indonesian students to correct Chinese grammatical errors. Referring to the previous research results, this paper verifies the conclusion by questionnaire. Under the monitoring theory, interlanguage theory and cognitive theory, This paper puts forward effective teaching strategies, textbook design and use strategies to develop the ability of Chinese grammar bias discrimination to teachers of Chinese as a foreign language, and puts forward some suggestions on the best Chinese learning strategies for Indonesian students. The sixth chapter is teaching experiment and reflection. The teaching principle used in the teaching experiment is the teaching of grammatical error analysis and the teaching of "chunks", paying attention to the teaching of grammar and language sense. The teaching experiment proves that the practice of error analysis and the teaching of "chunks" can help them to improve their ability to distinguish and correct errors in Chinese grammar.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
[Abstract]:Language skills include listening, speaking, reading and writing, but not simply equating them. Professor Wang Peiguang (2005) pointed out that language competence also includes the ability to judge deviations, the ability to point out deviation, the ability to correct deviations, the ability to outline language perception, and the ability to perceive system language. And he will judge ability, point out ability, correct ability is called sense of language. The grammatical bias ability mentioned in this paper is based on the learners' sense of correct language in the target language and the degree of mastery of the grammatical rules of the target language, thus judging whether the grammatical items are correct or not through thinking, and can point out that: And a linguistic ability to correct grammatical errors. This paper is divided into six parts. The first chapter is the introduction, which introduces the origin, research purpose, significance and current research status of bias and language competence. It summarizes the research object, research methods, planning and the relationship between error corpus and dialectical ability. The second chapter is a contrastive analysis of the grammatical characteristics of the native language and the target language of the Indonesian students, mainly discussing the differences between the grammatical characteristics of the Indonesian language and that of the Chinese language. The third chapter is the investigation and analysis of the Chinese grammatical errors of Indonesian students in China, which is divided into four parts: the first is the significance of the investigation of the grammatical errors and the dialectical abilities of grammatical errors; Secondly, it describes the process of investigating the Chinese grammar bias of Indonesian students in China. The third is the investigation results and analysis, under the monitoring theory and the interlanguage theory, the literature method, the observation method and the questionnaire method are adopted to analyze the development of the ability of the Indonesian foreign students to correct the grammatical errors; The fourth part is the analysis of the Chinese grammar discrimination ability of Indonesian students. The fourth chapter investigates and analyzes the input and output of Chinese grammar items among Indonesian students in China, which is divided into three parts: the first is the significance of the study of language input and output; The second part describes the investigation process of the Chinese grammar learning process in Indonesia; the third is the survey results and analysis; the fourth is the analysis of the Chinese grammar learning process input and output strategy survey results of the Indonesian students in China. The fifth chapter puts forward some suggestions on how to train the ability of Indonesian students to correct Chinese grammatical errors. Referring to the previous research results, this paper verifies the conclusion by questionnaire. Under the monitoring theory, interlanguage theory and cognitive theory, This paper puts forward effective teaching strategies, textbook design and use strategies to develop the ability of Chinese grammar bias discrimination to teachers of Chinese as a foreign language, and puts forward some suggestions on the best Chinese learning strategies for Indonesian students. The sixth chapter is teaching experiment and reflection. The teaching principle used in the teaching experiment is the teaching of grammatical error analysis and the teaching of "chunks", paying attention to the teaching of grammar and language sense. The teaching experiment proves that the practice of error analysis and the teaching of "chunks" can help them to improve their ability to distinguish and correct errors in Chinese grammar.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
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