英语国家学生汉语无条件关系复句偏误分析及教学对策

发布时间：2018-09-06 07:29

【摘要】：汉语无条件关系复句是由无条件关系结构构成的；而英语中在表达“无条件关系”这一概念时，既可以用结构表达，也可以用词汇表达。本文在对比汉英无条件关系表意的差别以及汉语无条件关系和让步关系的差别的基础上，通过分析中介语语料，归纳出英语国家学生习得该语言点时常见的偏误类型，设计测试卷，实际验证学生在习得该句型时常出现的偏误，并逐项加以分析。最终提出相应的教学对策。全文分为四章：第一章，总结归纳了前人对汉语无条件关系复句表述的研究情况以及英语中特殊疑问词在表达无条件关系时的应用。第二章，阐述了汉语无条件关系复句的逻辑、语义特征和形式特征，并运用对比的方法，分析了汉、英无条件关系表意的异同。进而发现：英语中用结构表达无条件关系时，要么只有“前项”标记，如特殊疑问词加“ever”，“no matter”加特殊疑问词，迁移至汉语中就容易造成学生习得汉语无条件关系复句时漏用后项关联词的偏误；要么直接用any, both, all，every，no, neither, none of后接名词的词汇的表达方式，迁移至汉语中就造成了学生同时漏用前、后项关联词的偏误。另外，在无条件关系的表意范畴中，后项关联词“都”、“也”的选择是紧密与前项关联词相关的。受目的语内部负迁移的影响，学生误将“都”、“也”的这种复合用法与其独立用法相混淆，造成漏用前项关联词的偏误出现。再者，汉语无条件关系复句和让步关系复句中的各句型表意不同，但后项关联词搭配有时相同，这就造成了混淆两种关系关联词的偏误。第三章，通过分析中介语语料，归纳出英语国家学生习得该语言点时常见的漏用、混淆、误加前、后项关联词的偏误。进而，按照所归纳的偏误类型设计测试卷，实际验证学生在该语言点常出现的偏误并逐项加以分析。第四章，提出针对偏误类型，由易到难进行教学的对策，，有效解决这一教学难题。
[Abstract]:Chinese unconditionally related complex sentences are composed of unconditionally related structures, while English expresses the concept of unconditionally related sentences in terms of both structure and vocabulary. Based on the analysis of interlanguage corpus, this paper sums up the common types of errors in the acquisition of this language point by students from English-speaking countries, designs test papers to verify the errors frequently occurring in the acquisition of this sentence pattern and analyzes them item by item.
Chapter One summarizes the previous studies on the expression of Chinese unconditional relational complex sentences and the application of special interrogatives in English.
In Chapter Two, the logic, semantic and formal features of Chinese unconditional relation complex sentences are expounded, and the similarities and differences between Chinese and English unconditional relation expressions are analyzed by means of contrastive analysis. It is easy for students to miss the use of the latter conjunctions when they transfer to Chinese, or to use the expressions of any, both, all, every, no, neither, none of the following nouns directly. Under the influence of the negative transfer within the target language, the students mistakenly confuse the compound usage of "Du" and "Ye" with its independent usage, resulting in the omission of the former. The sentences of relative complex sentences and concession complex sentences have different meanings, but the collocation of the latter conjunctions is sometimes the same, which results in the confusion of the two kinds of relative conjunctions.
Chapter three, through the analysis of the interlanguage corpus, sums up the common errors of omission, confusion and incorrect addition of antecedent and posterior conjunctions in the acquisition of this language point by English-speaking students, and then designs test papers according to the types of errors concluded, verifies the errors frequently occurring in the language point and analyzes them item by item.
In the fourth chapter, we put forward some countermeasures for teaching errors, which are easy to difficult, and effectively solve this teaching problem.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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