欧美留学生习得并列结构成语的偏误分析

发布时间：2018-02-25 18:29

本文关键词： 并列结构成语对外汉语教学偏误分析　出处：《辽宁师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：成语是中国文化的瑰宝,是中华民族灿烂文化的体现,是对外汉语教学的重点。在对外汉语教学中,留学生对成语掌握得并不好,在使用成语过程中出现了不同程度的偏误,本文主要针对欧美留学生并列结构成语的偏误进行分析,目的是将研究的成果有效地应用到成语教学中。我们在中介语理论、认知理论和偏误分析理论的指导下,从教材入手,以“HSK动态作文语料库”和平时教学中收集的偏误为语料来源,探究欧美留学生习得并列结构成语的一般规律,依据不同类型的偏误,提出相应的教学建议。绪论部分从成语偏误分析、教学方法的研究以及成语词典编纂三个方面回顾了对外汉语成语教学的研究成果,从中得出可以用来指导成语教学的理论。第一章简单介绍了成语特征和类型,并对并列结构成语的三种不同类型进行分析,为下文并列结构成语的研究奠定了理论基础。第二章以前文的理论为基础,首先对教材中出现的并列结构成语在“HSK动态作文语料库”中的偏误情况进行了统计,其次,将欧美留学生习得并列结构成语的偏误分为形式偏误、语义偏误、语法偏误和语用偏误四种类型,最后,分析出偏误产生的原因。第三章依据偏误产生的原因,分析中英文化的差异,进而提出重视成语语素教学、文化渗透以及创设语境教学等建议,力求促进对外汉语教学。
[Abstract]:Idiom is the treasure of Chinese culture, the embodiment of the splendid culture of the Chinese nation and the focus of teaching Chinese as a foreign language. The purpose of this paper is to apply the research results to idiom teaching effectively. Under the guidance of interlanguage theory, cognitive theory and error analysis theory, we start with the teaching materials and take the errors collected in the HSK dynamic composition Corpus and ordinary teaching as the source of the corpus. This paper probes into the general law of the acquisition of paratactic idioms by foreign students in Europe and the United States, and puts forward corresponding teaching suggestions according to different types of errors. In the introduction part, the author reviews the research results of idiom teaching in TCFL from three aspects: the analysis of idiom bias, the study of teaching methods and the compilation of idiom dictionaries, and draws the theory that can be used to guide idiom teaching. The first chapter briefly introduces the idiom characteristics and types, and analyzes three different types of paratactic idioms, which lays a theoretical foundation for the study of paratactic idioms below. The second chapter is based on the previous theories. Firstly, the errors of the paratactic idioms in the HSK dynamic composition Corpus are analyzed, and then the errors of the paratactic idioms in the textbook are analyzed. The errors in the acquisition of paratactic idioms by European and American students are divided into four types: formal errors, semantic errors, grammatical errors and pragmatic errors. Finally, the causes of errors are analyzed. The third chapter analyzes the differences between Chinese and English cultures according to the causes of errors and puts forward some suggestions such as paying attention to idiom morpheme teaching cultural penetration and creating context teaching in order to promote the teaching of Chinese as a foreign language.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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