越南大学生汉字书写偏误及汉字教学现状研究
发布时间：2018-09-09 08:15
【摘要】：在全球化的趋势中，随着中越两国经济的迅猛发展，越来越多的中国公司和使用汉语作为工作语言的公司在越南国投入了资金；随之而来的是，对能说汉语的劳动人员的需求也不断地增加；在越南也出现了学习汉语的热潮。中国和越南两国是山水相连的睦邻，所以越南人学习汉字的开端可追溯至几千年以前；从越南的北属时期到自主封建时期的漫长历史中，汉字一直被作为正式的行政语言，许多越南人将汉字视为“圣贤字”或“儒字”。但到1945年，越南人民民主共和国成立以后，当时的临时政府决定使用了“国语字”（即使用拉丁字母系统的文字），汉字在越南人生活中的地位逐渐衰弱。对现代学习汉语的越南人来说，汉字一直是学习汉语的绊脚石，许多人为了学得快而仅学习听和说；但汉字的难关不突破，就永远学不到汉语的关键之处。因此，探究越南学生学习汉字的特点；比如：汉字书写的偏误等，以求有效地提高学生学习汉字和教师汉字教学的质量，是有待我们挖掘的。 本论文在前人研究的基础上，针对越南大学汉字教学和越南学生的特点，采用了调查问卷形式，进行考察和收集学生书写汉字的错别字工作。与此同时，调查了学生学习汉字的常用策略，试图研究他们学习和练习汉字时常使用的方法，从而分析他们的汉字学习特点。另外，本文也初步研究了越南设有汉语专业的高等院校的汉字教学现状，从中分析汉字课在越南大学中的地位。我们经过调查和分析，发现了以下若干结果： 越南现有37所高校开设了汉语本科专业；其中，在教学计划中设有汉字课的学校不多，，仅有7所；具体包括：河内国家大学所属外国语大学、岘港国家大学所属外国语大学、河内大学、胡志明国家大学-人文与社会科学大学、胡志明国家大学所属人文与社会科学大学、东方大学、雄王大学。 收集了1646个错别字；并分成5种偏误为：1.笔画偏误、2.部件偏误、3.结构偏误、4.整字偏误、5.其他。在1646个错别字中，错字783个（占47。56%）、别字863个（占52.43%）。按偏误各类别的比例，从大到小的顺序为：1）整字偏误（36.21%）、2）笔画偏误（31.11%）、结构偏误（16.22%）、部件偏误（11.85%）和其他类（4.62%）。 发现了学生汉字书写的几种偏误规律；比如：笔画偏误类的比率有下降的趋势，初级阶段笔画偏误为最普遍的一种，占全阶段各偏误的40.73%，到中级和高级阶段，其比率逐渐下降，依次为32.37%和27.02%。此外，本文也分析了越南学生汉字学习的3个方面：1.练习汉字的策略、2.书写汉字时、学生常常写错或混淆的部件、3.母语的负迁移的影响；该部分为在越汉语教学以及研究学界提供了一个参考。 我们在2012年10月初开始进行分发并收回问卷；收集学生汉字书写错别字之后，进行分类和分析工作，最后开始写论文。
[Abstract]:In the trend of globalization, with the rapid economic development of China and Vietnam, more and more Chinese companies and companies using Chinese as a working language have invested in Vietnam. The demand for Chinese-speaking workers is growing, and there is a craze for learning Chinese in Vietnam. China and Vietnam are neighbors linked by mountains and rivers, so the beginning of Vietnamese learning of Chinese characters dates back thousands of years. Throughout the long history of Vietnam's northern dependency period and independent feudalism, Chinese characters have been regarded as the official administrative language. Many Vietnamese regard Chinese characters as "saints" or "Confucian characters". But in 1945, after the founding of the people's Democratic Republic of Vietnam, the then interim government decided to use the "Mandarin characters" (that is, the Latin alphabet system), and the status of the Chinese characters in the life of the Vietnamese gradually weakened. For the Vietnamese who learn Chinese in modern times, Chinese characters have been a stumbling block to learn Chinese. Many people only learn to listen and speak in order to learn quickly, but if the difficulties of Chinese characters are not broken through, they will never learn the key point of Chinese language. Therefore, it is necessary for us to explore the characteristics of Vietnamese students' learning Chinese characters, such as the errors in the writing of Chinese characters, in order to effectively improve the quality of students' learning Chinese characters and the teaching of Chinese characters by teachers. On the basis of previous studies, this paper adopts questionnaire to investigate and collect students' writing Chinese characters in accordance with the characteristics of Vietnamese students and the teaching of Chinese characters in Vietnamese universities. At the same time, the common strategies of students' learning Chinese characters are investigated, and the methods they often use to learn and practice Chinese characters are studied, so as to analyze the characteristics of their Chinese characters learning. In addition, this paper also preliminarily studies the present situation of Chinese character teaching in colleges and universities with Chinese major in Vietnam, and analyzes the status of Chinese character course in Vietnamese universities. Through investigation and analysis, we find the following results: 37 colleges and universities in Vietnam have set up Chinese undergraduate courses, among which, there are only 7 schools with Chinese character courses in the teaching plan. These include: Hanoi National University, University of Foreign Studies, Da Nang National University, University of Foreign Studies, Hanoi University, Hu Zhiming National University-University of Humanities and Social Sciences, Hu Zhiming National University, University of Humanities and Social Sciences, Dongfang University, Xiong Wang University. 1646 wrong words were collected and divided into 5 types of errors: 1: 1. Stroke error 2. Component error 3. Structure bias 4. The error of the whole word is 5. Other Of the 1646 typos, 783 (47.56%) and 863 (52.43%) respectively. According to the proportion of errors, the order from big to small is: 1) the whole character error (36.21%), the stroke error (31.11%), the structural error (16.22%), the component error (11.85%) and the other category (4.62%). Several kinds of errors are found in the writing of Chinese characters by students. For example, the rate of errors in strokes and strokes tends to decrease, and the errors of strokes in the primary stage are the most common, accounting for 40.73 percent of the errors in the whole period, and gradually decreasing in the intermediate and advanced stages. 32.37% and 27.02%, respectively. In addition, this paper also analyzes three aspects of Vietnamese students' Chinese character learning: 1. The strategy of practicing Chinese characters. Students often write wrong or confused parts when writing Chinese characters in books. This part provides a reference for the teaching and research of Vietnamese Chinese. We began to distribute and collect the questionnaires in early October 2012. After collecting the students' Chinese characters, we classified and analyzed them, and finally began to write papers.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
本文编号：2231812
[Abstract]:In the trend of globalization, with the rapid economic development of China and Vietnam, more and more Chinese companies and companies using Chinese as a working language have invested in Vietnam. The demand for Chinese-speaking workers is growing, and there is a craze for learning Chinese in Vietnam. China and Vietnam are neighbors linked by mountains and rivers, so the beginning of Vietnamese learning of Chinese characters dates back thousands of years. Throughout the long history of Vietnam's northern dependency period and independent feudalism, Chinese characters have been regarded as the official administrative language. Many Vietnamese regard Chinese characters as "saints" or "Confucian characters". But in 1945, after the founding of the people's Democratic Republic of Vietnam, the then interim government decided to use the "Mandarin characters" (that is, the Latin alphabet system), and the status of the Chinese characters in the life of the Vietnamese gradually weakened. For the Vietnamese who learn Chinese in modern times, Chinese characters have been a stumbling block to learn Chinese. Many people only learn to listen and speak in order to learn quickly, but if the difficulties of Chinese characters are not broken through, they will never learn the key point of Chinese language. Therefore, it is necessary for us to explore the characteristics of Vietnamese students' learning Chinese characters, such as the errors in the writing of Chinese characters, in order to effectively improve the quality of students' learning Chinese characters and the teaching of Chinese characters by teachers. On the basis of previous studies, this paper adopts questionnaire to investigate and collect students' writing Chinese characters in accordance with the characteristics of Vietnamese students and the teaching of Chinese characters in Vietnamese universities. At the same time, the common strategies of students' learning Chinese characters are investigated, and the methods they often use to learn and practice Chinese characters are studied, so as to analyze the characteristics of their Chinese characters learning. In addition, this paper also preliminarily studies the present situation of Chinese character teaching in colleges and universities with Chinese major in Vietnam, and analyzes the status of Chinese character course in Vietnamese universities. Through investigation and analysis, we find the following results: 37 colleges and universities in Vietnam have set up Chinese undergraduate courses, among which, there are only 7 schools with Chinese character courses in the teaching plan. These include: Hanoi National University, University of Foreign Studies, Da Nang National University, University of Foreign Studies, Hanoi University, Hu Zhiming National University-University of Humanities and Social Sciences, Hu Zhiming National University, University of Humanities and Social Sciences, Dongfang University, Xiong Wang University. 1646 wrong words were collected and divided into 5 types of errors: 1: 1. Stroke error 2. Component error 3. Structure bias 4. The error of the whole word is 5. Other Of the 1646 typos, 783 (47.56%) and 863 (52.43%) respectively. According to the proportion of errors, the order from big to small is: 1) the whole character error (36.21%), the stroke error (31.11%), the structural error (16.22%), the component error (11.85%) and the other category (4.62%). Several kinds of errors are found in the writing of Chinese characters by students. For example, the rate of errors in strokes and strokes tends to decrease, and the errors of strokes in the primary stage are the most common, accounting for 40.73 percent of the errors in the whole period, and gradually decreasing in the intermediate and advanced stages. 32.37% and 27.02%, respectively. In addition, this paper also analyzes three aspects of Vietnamese students' Chinese character learning: 1. The strategy of practicing Chinese characters. Students often write wrong or confused parts when writing Chinese characters in books. This part provides a reference for the teaching and research of Vietnamese Chinese. We began to distribute and collect the questionnaires in early October 2012. After collecting the students' Chinese characters, we classified and analyzed them, and finally began to write papers.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
【参考文献】
相关期刊论文 前8条
1 陆卫萍;彭茹;;初级阶段越南留学生汉字学习策略运用情况考察[J];东南亚纵横;2007年07期
2 王笑楠;;越南留学生汉字书写偏误分析[J];华章;2009年08期
3 黄炎;;对外汉字偏误分析研究综述[J];考试周刊;2009年52期
4 陈建;陈宇思;;非华裔越南留学生汉语写作常见偏误现象分析及纠正对策——兼论汉越语言类型比较[J];时代文学(下半月);2011年02期
5 马明艳;;初级阶段非汉字圈留学生汉字学习策略的个案研究[J];世界汉语教学;2007年01期
6 范祖奎;胡炯梅;;中亚留学生汉字学习策略和学习成绩之间的关系[J];新疆教育学院学报;2010年03期
7 陈琴;刘婧;朱丽;;泰国学生汉字书写偏误分析[J];云南师范大学学报(对外汉语教学与研究版);2009年02期
8 江新;汉语作为第二语言学习策略初探[J];语言教学与研究;2000年01期
相关博士学位论文 前1条
1 吴勇毅;不同环境下的外国人汉语学习策略研究[D];上海师范大学;2007年
相关硕士学位论文 前3条
1 钟宝娟;泰国中学生汉字书写偏误分析[D];云南大学;2011年
2 NGO THI OANH（吴氏莺）;各阶段的越南留学生汉字书写分析[D];西北大学;2011年
3 安藤亮大;《留学生汉字书写错误的综合考察与成因分析》[D];北京语言文化大学;2000年
本文编号：2231812
本文链接：https://www.wllwen.com/wenyilunwen/yuyanxuelw/2231812.html
