留学生习得“把”字句补语的偏误及教学对策

发布时间：2018-03-02 07:20

本文关键词： “把”字句补语各结构类别偏误分析编排顺序　出处：《华中师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：本文主要从“把”字句内部结构的角度,在总结前人对于“把”字句研究的基础上,结合对外汉语教学,着重分析“把”字句的补语部分。希望通过分析不同等级阶段对外汉语教材中的“把”字句的补语部分,以及针对汉语作为第二语言学习者的习得偏误调查,来研究“把”字句补语的偏误状况及出现偏误的原因,以此能给对外汉语教学和对外汉语教材的编写提供一些建议。本文通过借鉴前人对于“把”字句本体研究的成果,结合《汉语水平等级标准与语法等级大纲》,首先给对外汉语教学中“把”字句的补语部分做了界定,再从结构和语法的角度将“把”字句的补语分为五大类：结果补语、趋向补语、数量补语、短语补语和“得”字补语。以这五类结构为纲,通过分析不同等级的对外汉语教材中所涉及的606例“把”字句的补语结构类型,总结出这五类补语结构在教材中的分布比例,同时依据其比例制成不同等级的调查问卷,对国际文化交流学院初级、中级、高级班的留学生进行测试,从而对问卷形成的“把”字句补语部分的偏误语料进行分析。通过这些偏误分析发现,从“把”字句补语各结构类别出现偏误的角度来看,各结构在初级、中级和高级阶段的留学生中都存在偏误,只不过每个阶段出现的结构类型偏误有所不同,有些结构类别的偏误率与留学生的汉语水平成反比,还有些结构出现的偏误在留学生习得过程中呈曲线变化；从留学生偏误类型的角度来看,所出现的偏误主要有：可能补语的错用、语义指向的误用、多种补语混合使用、趋向补语的错用等。而这些偏误多少会受留学生母语背景的影响,并且“把”字句补语不管是结构还是语义,都有其复杂的特点,加之学生自身的学习机制若与教材的编排顺序不符,就更容易出现上述偏误。针对这些,本文主要从补语结构、语义角度和教材编排角度,提出了一些教学策略,希望对留学生掌握“把”字句补语用法有所帮助。
[Abstract]:From the perspective of the internal structure of the "Ba" sentence, this paper, on the basis of summarizing the previous researches on the "Ba" sentence, combines the teaching of Chinese as a foreign language. This paper focuses on the complement part of Ba sentence. It is hoped that by analyzing the complement part of Ba sentence in teaching materials for TCFL at different levels, and by investigating the acquisition errors of Chinese as a second language learner, In order to provide some suggestions for teaching Chinese as a foreign language and compiling textbooks for teaching Chinese as a foreign language, this paper studies the situation and causes of errors in complement of "Ba" sentence. By referring to the achievements of the previous researches on the Noumenon of "Ba" sentence, and combining with the outline of Chinese level and Grammar Grade, this paper first defines the complement part of "Ba" sentence in teaching Chinese as a foreign language (TCFL). Then, from the perspective of structure and grammar, the complement of the sentence is divided into five categories: the resultant complement, the directional complement, the quantitative complement, the phrase complement and the "de" complement. Based on the analysis of 606 cases of complement structure types of "Ba" sentence in different levels of teaching materials, the distribution ratio of these five kinds of complement structures in textbooks is summarized, and a questionnaire of different grades is made according to their proportions. The foreign students in the elementary, intermediate and advanced classes of the College of International Cultural Exchange were tested, and the errors in the complement part of the "Ba" sentence formed by the questionnaire were analyzed. Through the analysis of these errors, it is found that from the perspective of errors in each structure category of the complement of "Ba" sentence, there are errors in each structure among foreign students at the primary, intermediate and advanced stages. However, the error rate of some structural categories is inversely proportional to the level of Chinese language of the foreign students, and the errors of some structures vary in the process of acquisition by the foreign students. From the perspective of the types of errors of foreign students, the errors mainly include the misuse of possible complements, the misuse of semantic points, and the mixed use of many kinds of complements. These errors are somewhat influenced by the background of the foreign students' mother tongue, and the complements of "Ba" sentences, whether they are structural or semantic, have their own complex characteristics. In addition, if the students' own learning mechanism is not in accordance with the order of the textbook arrangement, the above errors are more likely to occur. In view of these, this paper mainly puts forward some teaching strategies from the perspective of complement structure, semantic angle and textbook arrangement. It is hoped that it will be helpful to foreign students to master the complement usage of "Ba" sentence.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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