HSK考试中留学生量词使用偏误分析

发布时间：2018-10-14 20:29

【摘要】：量词是汉藏语系的特点之一,它在汉语中占着很重要的地位。但也正是由于汉语的这一特点,汉语量词的学习成为留学生汉语学习中的一个重难点。为了摸清留学生量词学习的现状,更加深入地了解他们在量词学习过程中的实际困难,我们必须找出其出错的根源,才能对症下药,帮助留学生更好地掌握汉语中量词的正确用法。于是,对汉语量词进行相关的偏误分析,就显得尤为必要。因此,我们以HSK汉语水平考试的写作试题为语料来源,对留学生的量词使用进行了偏误分析。论文共分五大部分：绪论部分介绍了本研究的研究意义、研究现状和研究方法,我们以《汉语水平词汇与汉字等级大纲》中的甲级量词和HSK动态作文语料库为基础,对《汉语水平词汇与汉字等级大纲》中的52个甲级量词的所有偏误句子进行了统计,并在此基础上将偏误进行了分类总结,主要分为多用量词、缺少量词和误用量词三大类,其中误用量词是最主要的偏误类型。进而我们找出留学生在汉语量词使用上产生偏误的原因,从母语的负迁移、目的语的负迁移,以及学习策略和交际策略的影响等角度挖掘错误的根源,并结合不同国籍留学生的不同母语背景进行分析,以求找到有针对性的纠正偏误的方法。最后,我们提出了一些对外汉语教学中量词的教学方法,提出不仅要在汉语本体研究方面做出努力,加强汉语量词辨析,还要突出对外汉语量词不同阶段的特点,提高教学的针对性,在教学方式方面多做努力和尝试,适当介绍汉语量词背后的文化内涵,以求帮助学生更好地理解,同时还要加强汉外量词的对比,提高教学的效率。
[Abstract]:Quantifier is one of the characteristics of Chinese-Tibetan language family, it occupies a very important position in Chinese. However, it is precisely because of this characteristic of Chinese that the study of Chinese quantifiers has become an important and difficult point in the study of Chinese for foreign students. In order to find out the current situation of foreign students' classifier learning and to understand their practical difficulties in the process of classifier learning, we must find out the root cause of their mistakes in order to get the right remedy. To help foreign students better grasp the correct use of quantifiers in Chinese. Therefore, it is necessary to analyze the errors of Chinese quantifiers. Therefore, taking the writing questions of HSK Chinese proficiency Test as the source of the corpus, we make an error analysis on the use of classifiers for foreign students. The thesis is divided into five parts: the introduction introduces the research significance, research status and research methods. We base on the first class quantifiers and HSK dynamic composition corpus in the outline of Chinese level Vocabulary and Chinese characters. This paper makes statistics on all the errors of 52 A-level quantifiers in the outline of Chinese level Vocabulary and Chinese characters, and on this basis classifies the errors into three categories: multipurpose classifiers, missing classifiers and misusing classifiers. The misuse of quantifiers is the most important type of errors. Then we find out the causes of errors in the use of Chinese classifiers, and explore the root causes of errors from the perspectives of negative transfer of the mother tongue, negative transfer of the target language, and the influence of learning strategies and communication strategies. Combining with the different native language background of foreign students of different nationalities, the author tries to find out the methods of correcting errors. Finally, we put forward some teaching methods of classifiers in teaching Chinese as a foreign language, and put forward that we should not only make efforts in the study of Chinese ontology, but also highlight the characteristics of different stages of classifiers in Chinese as a foreign language. Improve the pertinence of teaching, make more effort and try in teaching method, introduce the cultural connotation behind Chinese classifier appropriately, in order to help students understand better, at the same time, strengthen the contrast between Chinese and foreign classifiers, improve the efficiency of teaching.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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