意大利学习者汉语易混淆词偏误分析及教学对策研究

发布时间：2018-05-26 05:01

本文选题：意大利学习者 + 同（近）义词　；参考：《沈阳师范大学》2013年硕士论文

【摘要】：词义混淆的问题一直是意大利汉语学习者难以逾越的难点，而目前的对外汉语教学界针对国别的易混淆词的研究还很少，因此笔者将意大利籍学习者易混淆词问题作为本文的研究对象。并通过查阅资料和分步骤的问卷调查，最终确定了18组38个意大利汉语学习者偏误较多的易混淆词为研究主体。运用对比分析和偏误分析两个理论，通过对这18组词的偏误归类，探究了意大利汉语学习者的偏误原因，最后提出了一套系统的、有针对性和可行性的教学对策。希望能为以往的研究提供必要的补充，同时也可以为对外汉语教师的教学提供有益的参考。本文共分四个部分。第一部分为引言，介绍了本文的选题背景和意义、文献综述、研究内容和研究方法。第二部分详细地描述了本文问卷调查和访谈的内容，包括问卷和访谈的设计，以及最后的结果。第三部分以偏误分析为基础，，将意大利汉语学习者出现易混淆词偏误进行了归类，并运用对比分析理论研究了产生这些偏误的原因。其中将母语影响列为重点，提出了对译词同一、对译词相关、对译词缺位这三种与母语有关的偏误原因。此后概述了引起偏误的其他原因。第四部分是本文的重点，在偏误及其原因的基础上，提出了一套完整的、系统的教学对策。其中包括了母语教师和本土教师的合作问题；还有易混淆词的四大教学步骤，即：初次辨析、全面辨析、归纳总结、复习巩固。最后又提出了：运用典型例句，重视常用搭配；合理运用语素分析，找出词语差异；加强词性讲解，优化母语迁移作用；背诵对比性例句，记忆词语用法及词义差别；以字形和词语所含文化因素辅助记忆；以多感官配合法巩固练习，辅助记忆等六种可行的教学技巧。目的在于解决对外汉语教学中的实际问题，对目前意大利国内的汉语教学，尤其是对易混淆词的教学提供改革的参考。最后在结语中重申了该易混淆词在对外汉语教学中的重要性，指出了其中的难点问题，并重新概括了意大利汉语学习者的偏误类型及其原因，以及教学步骤和方法。同时也指出了本文在研究中的不足之处。
[Abstract]:The problem of semantic confusion has always been an insurmountable difficulty for Italian Chinese learners. However, there are few researches on confusing words in different countries in the field of teaching Chinese as a foreign language (TCFL). Therefore, the author regards Italian learners' confusing words as the object of this thesis. Finally, 18 groups of 38 Italian Chinese learners were identified as the main body of the study. By using the two theories of contrastive analysis and error analysis, this paper probes into the causes of the errors of Italian Chinese learners by classifying the errors of these 18 groups of words, and finally puts forward a set of systematic, targeted and feasible teaching countermeasures. It is hoped that it can provide necessary supplement for previous research and also provide useful reference for the teaching of Chinese as a foreign language (TCFL). This paper is divided into four parts. The first part introduces the background and significance of this paper, literature review, research content and research methods. The second part describes the content of the questionnaire and interview in detail, including the design of the questionnaire and interview, and the final results. In the third part, based on the error analysis, the author classifies Italian Chinese learners' obfuscable word errors, and studies the causes of these errors by using the theory of contrastive analysis. Among them, the influence of mother tongue is listed as the key point, and three reasons of errors related to mother tongue are put forward, namely, the homogeneity of the translated word, the correlation of the translated word and the absence of the translation word. The other causes of bias are then outlined. The fourth part is the focus of this paper, on the basis of error and its causes, put forward a set of complete, systematic teaching countermeasures. It includes the cooperation between native teachers and native teachers, and the four teaching steps of confusing words, that is, first discrimination, comprehensive analysis, summary, review and consolidation. Finally, it puts forward the following points: using typical example sentences, paying attention to common collocations; using morpheme analysis rationally to find out the differences of words and expressions; strengthening the explanation of part of speech to optimize the function of transfer of mother tongue; reciting comparative example sentences, memorizing the differences of usage and meaning of words and expressions; There are six feasible teaching techniques, such as aiding memory with cultural factors of glyph and words, consolidating practice with multi-sensory cooperation method and auxiliary memory. The purpose of this paper is to solve the practical problems in teaching Chinese as a foreign language and to provide a reference for the reform of Chinese teaching in Italy, especially in the teaching of confusing words. Finally, in the conclusion, the author reiterates the importance of the confusing word in teaching Chinese as a foreign language, points out the difficult problems, and resums up the error types of Italian Chinese learners and their causes, as well as the teaching steps and methods. At the same time, it also points out the deficiency of this paper.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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