基于中介语语料库的外国留学生方位词的偏误分析研究

发布时间：2018-05-09 03:18

本文选题：方位词 + 偏误分析　；参考：《东北师范大学》2013年硕士论文

【摘要】：方位词在汉语中是一个争议较大的词类，无论是其词类归属还是范围的界定，仍有很多问题未曾讨论清楚，而方位词在第二语言教学中亦是一个重点，在留学生习得方面也是一个难点。本文选取了82个方位词作为研究对象，，包括16个单纯方位词和66个合成方位词，通过语言教学这一角度进行分析与规律总结。本文首先对语料库中的语料进行检索、分类、汇总，计算出方位词的使用频率及偏误率。通过得出的数据，即可以得到留学生使用方位词所呈现的基本情况和偏误情况，再对这些出现频次高、偏误率高的方位词做出具体的偏误分析，指出其错处并加以改正，并对偏误产生的原因做出分析。最后，笔者将考察现行的汉语教材中对方位词的讲解与设置情况，并与大纲中所要求掌握方位词的程度加以对比，对这些教材做出评价，同时提出有效的教学建议与策略。通过对方位词的使用情况做考察，笔者发现在语料中方位词的使用频次差异很大，总体来看单纯类方位词使用频次多；“X头”类方位词使用频次少；而“之X”类方位词和“以X”类方位词只有少部分出现过；可以互换使用的“X边”类和“X面”类方位词使用的频次显现出不均匀的情况。即在习得过程中，单纯类方位词是留学生比较容易习得的，而“X头”类、“以X”类、“之X”类使用率很低，也就是说外国留学生并没有习得这些方位词。而“X边”类和“X面”类出现的这种不均匀现象是留学生在表达过程中会优先使用其先习得的表达方式所导致的。据统计显示，36个方位词或多或少存在偏误情况，说明留学生在习得方位词过程中存在很大的问题，其中一部分如“内外”、“之内”、“上边”、“里头”、“左”等使用频率低且存在偏误；很大一部分如“上”、“下”、“后”等不但使用频率高，同时偏误率也高，这就能反映出这些方位词既是表达常用、又是习得存在问题的重点方位词。偏误出现情况，主要有方位词的遗漏、误加、方位词的误用、固定结构的不完整等。通过对方位词的偏误分析，既可以看出在汉语教学中方位词是一个重点和难点，与此同时留学生习得方位词也同样是存在一定的困难的，但是从现行的汉语教材来看，编写时并不能按照大纲所要求适时出现或详尽讲解各个语法点，所以需要教者在教学过程中不但要对方位词本身做详细讲解，更要辨析相类似或可以互相替代的方位词的差异，在一些固定的结构中，也要讲解该结构所表达的意思，避免由于教师的不规范讲解造成偏误。
[Abstract]:The position word is a controversial part of speech in Chinese. There are still many problems which have not been discussed clearly, and the orientation word is also a key point in the second language teaching. The acquisition of foreign students is also a difficult point. This paper selects 82 azimuth words as the research object, including 16 azimuth words and 66 synthetic azimuth words, which are analyzed and summarized from the perspective of language teaching. This paper first searches, classifies, summarizes and calculates the frequency and error rate of azimuth words. Through the obtained data, we can get the basic situation and error situation of the students using the azimuth words, and then make a concrete error analysis of these azimuth words with high frequency and high error rate, point out their errors and correct them. The causes of errors are analyzed. Finally, the author will investigate the explanation and setting of orientation words in the current Chinese teaching materials, and compare with the degree of mastering azimuth words required in the outline, and make an evaluation of these teaching materials, and put forward effective teaching suggestions and strategies at the same time. Through the investigation of the use of azimuth words, the author finds that the frequency of using azimuth words in the corpus is very different, generally speaking, the frequency of using pure location-like words is many, the frequency of using "X-head" locative words is less, and the frequency of using azimuth words in the corpus is very high. However, only a few of the "X" and "X" azimuth words have appeared, and the frequency of the "X side" and "X face" positions that can be used interchangeably appears to be uneven. That is to say, in the process of acquisition, it is easier for foreign students to acquire the pure locus words, but the usage rate of "X head", "X" and "X" is very low, that is to say, foreign students do not acquire these locative words. The phenomenon of "X edge" and "X plane" is caused by the foreign students' preference in the process of expression. Statistics show that there are more or less errors in 36 locative words, indicating that foreign students have great problems in the process of acquiring azimuth words, some of which are "inside and outside", "within", "upper side", "inside", and "inside". "left" and so on use frequency is low and existence bias; a large part such as "up", "down", "after" and so on not only uses the frequency high, at the same time the error rate is also high, this can reflect these azimuth words are both the expression commonly used, It is also the key word of the acquisition problem. The occurrence of bias mainly includes omissions, misadditions, misuses, incomplete fixed structures and so on. Through the error analysis of orientation words, it can be seen that orientation words are an important and difficult point in Chinese teaching. At the same time, it is also difficult for foreign students to acquire azimuth words, but from the current Chinese teaching materials, there are some difficulties in the acquisition of azimuth words. At the time of writing, each grammatical point can not be explained in time or in detail according to the requirements of the syllabus, so the teacher should not only explain the orientation word itself in detail, but also distinguish the differences of similar or replaceable locative words in the teaching process. In some fixed structures, it is necessary to explain the meaning of the structure so as to avoid errors caused by teachers' nonstandard explanation.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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