中级汉语水平韩国留学生形声字习得偏误的分析及教学对策

发布时间：2018-05-17 01:05

本文选题：韩国留学生 + 形声字偏误　；参考：《哈尔滨师范大学》2015年硕士论文

【摘要】：本文以《对外汉语教学导论》和“汉字构形学”为理论指导,对形声字在对外汉语教学中产生的字形偏误做收集、归类、统计等方面工作。本文以《高等学校外国留学生汉语教学大纲(长期进修)》、《Great Wall(中级上册)》为依据,从中选取35个形声字。利用收集来的中级韩国留学生形声字偏误的语料进行定量研究,在此基础上对这些语料进行定性归纳,最后从形声字的结构、汉字的认知加工及字源文化,这三个角度对形声字偏误原因进行深入而系统的分析。中级汉语水平韩国留学生在形声字书写上仍出现偏误,这让笔者很好奇。因此,本文采取纸笔测试的方法,选取50位留学生在笔者设置测试题上做答。笔者发现这50位学习者中有14位留学生特别优秀,为此,笔者将划分A、B两组进行对比分析,考虑为什么A组(14位)留学生出现的偏误率少于B组。同时发现留学生在形声字书写上存在着多种偏误类型。通过测试题反映出的偏误类型包括:增加笔画、减少笔画、笔画组合方式混淆、增加部件、减少部件、部件混淆、部件组合异位、对应词混淆、同音字或音近字、形近字。为此,笔者从形声字自身特点、学习者学习状况、教学模式这三个角度出发,发现这三者之间相互影响导致学习者书写上出现偏差。本文结合以上原因,提出了应对A、B组两组的教学策略。提高A组的教学策略更适合应用策略,提高B组的更需要计划、监控、默写、归纳策略。最后,笔者从测试题中抽出能代表11种偏误类型的7个字进行教案设计,将这些教学策略应用到实践中,考察教学策略的可行性。
[Abstract]:Based on "introduction to Teaching Chinese as a Foreign language" and "Chinese character configuration", this paper makes a collection, classification and statistics of font errors caused by pictophonetic characters in teaching Chinese as a foreign language. Based on the syllabus of Chinese language Teaching for Foreign students in Colleges and Universities (long term study) and Great Wall (Intermediate Book), 35 phonetic characters are selected. On the basis of the quantitative study of the collected data of phonetic errors of the intermediate Korean students, the qualitative induction of these data is carried out. Finally, from the perspective of the structure of pictophonetic characters, the cognitive processing of Chinese characters and the source culture of Chinese characters, These three angles deeply and systematically analyze the causes of phonetic errors. Intermediate Chinese level Korean students still have errors in pictophonetic writing, which makes the author curious. Therefore, this paper adopts the method of paper and pen test, and chooses 50 foreign students to answer the test questions set by the author. The author finds that 14 of these 50 learners are excellent students. Therefore, the author will divide the two groups of AZB into two groups for comparative analysis, considering why the error rate of group A (14 students) is less than that of group B. At the same time, it is found that there are many types of errors in the phonetic writing of foreign students. The types of errors reflected by the test questions include: adding strokes, reducing strokes, combining strokes, adding parts, reducing parts, confusion of components, mismatch of components, confusion of corresponding words, homonym or phonetic near word, form and near word. Therefore, from the aspects of the characteristics of phonetic characters, learners' learning conditions and teaching patterns, the author finds that the interaction of these three factors leads to errors in learners' writing. Based on the above reasons, this paper puts forward the teaching strategies of the two groups. Improving the teaching strategy of group A is more suitable for applying strategy, and improving group B needs more planning, monitoring, tacit writing and induction strategy. Finally, the author draws from the test question 7 words which can represent 11 kinds of error type to carry on the teaching plan design, applies these teaching strategies to the practice, inspects the feasibility of the teaching strategy.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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