留学生作文杂糅偏误分析

发布时间：2018-05-29 05:02

本文选题：留学生作文 + 杂糅　；参考：《陕西师范大学》2013年硕士论文

【摘要】：在汉语作为第二语言教学过程中,学习者会常常出现各种各样的“错误”。20世纪90年代以后,我国的第二语言习得研究文献多使用“偏误”来替代“错误”这一概念,这是我国二语习得研究者对第二语言学习与习得现象认识的进一步深化和提高。偏误是指学习者在第二语言学习过程中偏离了目的语规律的一种现象,这种中介语是和目的语有一定差距的。但是在大多数情况下,这些差距本身带有规律性,并能追寻其产生的原因,所以可以不作为错误对待。“偏误”作为二语习得研究中的重要概念,它的提出具有里程碑的意义,是观察第二语言学习者语言认知心理过程的一个窗口。学习者学习第二语言的偏误分为语际偏误、语内偏误和认知偏误。Dulay Burt Krashen(1982)和鲁健骥(1994)均将第二语言习得中的偏误类型分为遗漏(Omission)、误加(Addition)、误代(overrepresentation)、错序(Misordering)四大类。田善继(1995)将无法用母语迁移解释的非对比性偏误分为替代、类推、回避、简化、诱发等五类；赵金铭(2002)排列出外国人汉语语法错误的等级序列：汉语不可能出现的句子(黑板把阿里擦干净)、不符合汉语语法的句子(我同屋把录音机没弄坏)、符合语法的不正确的句子(希望你们把这个地方喜欢)、造得不好的句子(把那棵小树大风刮倒了)。在现代汉语中,杂糅作为一种语病经常出现,对杂糅现象的研究多和病句改错联系在一起。既然第一语言中会有杂糅的语病,第二语言学习中不可避免也会出现。周小兵在《对外汉语教学导论》(2010)中对偏误进行分类,从数学模式看,有误加、遗漏、错位、误代、杂糅五类。杂糅作为一种语病经常出现在语言交际中。将杂糅列入二语习得偏误类型,丰富了偏误分析的内涵。因此杂糅现象既是语言研究、也是汉语研究和汉语作为第二语言教学和习得研究的对象。本文在前人研究的基础上,将留学生作文作为基本语料,进行杂糅偏误研究分析,并对其类别和产生原因进行具体的细化。论文第一章为绪论,介绍现代汉语杂糅现象研究现状,对外汉语杂糅偏误研究现状以及本文语料来源。第二章为杂糅偏误类型分析,以收集的留学生的作文为基本语料,重点分析杂糅偏误的类别。第三章为杂糅偏误原因分析,通过杂糅偏误的类别追溯其产生的原因。第四章为结语,主要通过对留学生作文杂糅偏误现象的类别和产生原因进行总经,并提出一些教学建议。
[Abstract]:In the process of teaching Chinese as a second language, learners often appear a variety of "errors". After the 1990s, the literature on second language acquisition in China often uses "bias" to replace the concept of "error". This is a further deepening and improving of the second language learning and acquisition phenomenon of Chinese second language acquisition researchers. Bias refers to a phenomenon in which the learner deviates from the target language law in the second language learning process, and this kind of interlanguage is somewhat different from the target language. But in most cases, these gaps are regular in their own right and can be traced to their causes, so they can be treated as false. As an important concept in the study of second language acquisition (SLA), "bias" has a milestone significance and is a window to observe the cognitive and psychological process of L2 learners. Learners' errors in second language learning are divided into interlingual errors, intralingual errors and cognitive errors. Dulay Burt Krashenn (1982) and Lu Jianji (1994). Tian Shan (1995) divided the non-comparative errors which could not be explained by mother tongue transfer into five categories: substitution, analogy, avoidance, simplification and inducement. Zhao Jin Ming (2002) arranges the rank sequence of foreigners' grammatical errors in Chinese: sentences that are impossible to appear in Chinese (blackboard wipe Ali clean, sentences that do not conform to Chinese grammar). I hope you like this place and make it badly. In modern Chinese, hybridity often occurs as a language disease. Since the first language will be mixed language disease, second language learning will inevitably also appear. Zhou Xiaobing classifies errors in introduction to Teaching Chinese as a Foreign language (2010). From the view of mathematical model, there are five kinds of errors: adding errors, omitting, misplacing, error-generation and hybridity. As a language disease, hybridity often occurs in language communication. The inclusion of hybridity into the category of second language acquisition errors enriches the connotation of error analysis. Therefore, hybridity is not only a study of language, but also an object of study of Chinese as a second language teaching and acquisition. On the basis of previous studies, this paper takes the composition of foreign students as the basic data, carries on the hybridity research analysis, and carries on the concrete elaboration to its category and the reason. The first chapter is the introduction, which introduces the current situation of modern Chinese hybridity, foreign language hybridity and the source of this paper. The second chapter is the analysis of the types of mixed errors, with the composition of the foreign students collected as the basic data, focusing on the category of hybridity. The third chapter is the analysis of the causes of mixed errors, through the category of hybrids error trace its causes. The fourth chapter is the conclusion, mainly through the foreign students composition hybridity phenomenon category and causes, and put forward some teaching suggestions.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

【参考文献】