日本学生汉语定语习得偏误分析

发布时间：2018-05-14 06:37

本文选题：日本学生 + 汉语定语　；参考：《湖南师范大学》2013年硕士论文

【摘要】：本文是在前人对现代汉语定语和外国学生汉语定语习得偏误分析研究的基础上,选取HSK动态作文语料库中日本学生定语习得偏误的语料,并向学习汉语的一些日本学生发放调查问卷,运用统计分析法、对比分析法和偏误分析法这几种分析方法,以第二语言习得研究理论和中介语理论为依据,对日本学生在习得汉语定语过程中出现的偏误分别进行统计、分类,把汉语的定语部分与日语的相对应部分进行对比,根据统计、分类得出的数据和对比的结果,分析导致偏误的原因,提出了解决这些偏误的方法。本文共有六个部分：第一章提出问题,指出了日本学生定语习得偏误研究的必要性,列举了本文的研究方法和研究依据,对汉语定语和国内外汉语定语习得偏误的研究现状做了简单的陈述。第二章首先以表格的形式列举出了HSK动态作文语料库中,日本学生定语习得偏误语料的分析和统计的数据,然后根据得出的数据,将偏误语料分类进行了陈述,并在每种偏误类别的分析之后进行了简单的总结。第三章首先对本论文问卷的设计、发放等具体情况做了简单的概述,然后把回收到的有效问卷进行了统计和分析,并得出分析数据。第四章主要是在第二章和第三章统计、分析的基础上,首先进行了数据总结,然后根据具体的数据情况和日语中与汉语定语对等的语法部分的简单对比得出了母语负迁移、有限的目的语知识的干扰、学习策略的干扰和目的语自身的特征这四种偏误原因。第五章则是根据第四章得出的偏误原因,给出了四点解决对策,即：加强对比分析在教学中的运用；培养目的语的语感；学习者要运用恰当的学习策略；针对目的语自身特征,教师要有恰当的教学策略。其中,在第一点中列举出了汉语结构助词“的”和日语领格助词“の”的对比,并提出了针对日本学生最严重的偏误类型“的”偏误的解决对策。最后一点具体的教学策略是教师应加强对日量词、数量短语和代词的教学和研究。最后一部分是结语,把上文所得出的研究结果、偏误原因、解决对策以及本文研究的不足之处做了简单的陈述。
[Abstract]:On the basis of the previous researches on the errors in the acquisition of modern Chinese attributes and foreign students' Chinese attributes, this paper selects the data of Japanese students' attributive acquisition errors in the HSK dynamic composition corpus. In addition, some Japanese students studying Chinese are given questionnaires, which are based on the theories of second language acquisition and interlanguage, using statistical analysis, contrastive analysis and error analysis. According to the statistics and classification of errors in the process of Japanese students' acquisition of Chinese attributive language, the author compares the attributive part of Chinese with the corresponding part of Japanese language, and according to the statistics, classifies the data and the results of comparison. The causes of these errors are analyzed and the methods to solve them are put forward. There are six parts in this paper: in Chapter one, the author points out the necessity of the study of attributive acquisition errors of Japanese students, and enumerates the research methods and research basis of this paper. This paper makes a brief statement of the research status of Chinese attributive and Chinese attributive acquisition errors at home and abroad. The second chapter lists the analysis and statistical data of the Japanese students' attributive acquisition errors in the HSK dynamic composition corpus in the form of tables, and then classifies the errors according to the obtained data. And after the analysis of each error category, a simple summary is made. The third chapter gives a brief overview of the design and distribution of the questionnaire, and then makes statistics and analysis of the valid questionnaire, and obtains the analysis data. The fourth chapter is mainly in the second chapter and the third chapter statistics, on the basis of the analysis, first carried on the data summary, then obtained the mother tongue negative transfer according to the concrete data situation and the Japanese simple contrast with the Chinese attributive equivalent grammar part. There are four kinds of errors: the interference of the knowledge of the target language, the interference of the learning strategy and the characteristics of the target language itself. The fifth chapter is based on the reasons of the errors in chapter 4, and gives four countermeasures, that is, strengthening the use of contrastive analysis in teaching, cultivating the sense of purpose, applying appropriate learning strategies to learners, and aiming at the characteristics of the target language. Teachers should have proper teaching strategies. In the first point, the author lists the comparison between the Chinese structural auxiliary and the Japanese leading auxiliary, and puts forward the solutions to the most serious errors of Japanese students. Finally, the specific teaching strategy is that teachers should strengthen the teaching and research of Japanese quantifiers, quantitative phrases and pronouns. The last part is the conclusion, which makes a brief statement of the research results, the causes of errors, the countermeasures and the deficiencies of this study.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】