日本留学生习得汉语兼语句的偏误分析
发布时间：2018-10-20 15:45
【摘要】：汉语兼语句在本体研究方面一直是学者们关注的重点，但是对于兼语句习得方面的研究就相对较少。而在第二语言教学中兼语句又是教学的难点，所以本文立足于前人的研究，针对日本留学生习得汉语兼语句产生的偏误进行分析，总结出常见的偏误类型，，并提出教学建议，以期对兼语句的教学有所帮助。 本文分为五个章节： 第一章：从三个方面“本体研究”、“兼语句的习得研究”、“中日兼语句的对比研究”来介绍兼语句的发展现状。同时，介绍本文中语料来源。 第二章：结合本体研究，讨论兼语句的句法结构并与同形结构进行辨析，确定本文研究的兼语句的句法结构。同时，根据V1的语义特征，将兼语句分成以下几类：“使令类”、“称呼类”、“喜怒类”、“有无类”。 第三章：基于北大HSK动态作文语料库的语料，分析日本留学生产生的偏误类型，分别是“成分遗漏”、“成分误加”、“成分误代”、“错序”、“结构偏误”这五大类型。 第四章：根据第三章所总结出的日本留学生常见的偏误类型，进行分析，找到产生偏误的原因，并提出相应的教学建议。 第五章：对全文主要内容进行总结。
[Abstract]:Chinese concurrent sentences have always been the focus of attention of scholars, but there are few researches on the acquisition of concurrent sentences. But in the second language teaching, the concurrent sentence is the difficulty in the teaching. So this paper, based on the previous research, analyzes the errors caused by the Japanese foreign students' acquisition of Chinese and sentences, summarizes the common types of errors, and puts forward some teaching suggestions. It is expected to be helpful to the teaching of concurrent sentences. This paper is divided into five chapters: the first chapter: from three aspects of "Ontology study", "the acquisition of concurrent sentences", "the comparative study of Chinese and Japanese concurrent sentences" to introduce the current situation of the development of concurrent sentences. At the same time, this paper introduces the source of the corpus. In chapter 2, the syntactic structure of concurrent sentence is discussed and analyzed with ontology, and the syntactic structure of concurrent sentence is determined. At the same time, according to the semantic characteristics of V1, the concurrent sentences are divided into the following categories: "making order class", "address class", "like anger class", "whether there is a class". Chapter three: based on the data of HSK dynamic composition corpus of Peking University, this paper analyzes the types of errors produced by Japanese students, which are "component omission", "component error addition", "component misgeneration", "wrong order" and "structural bias". Chapter four: according to the common error types of Japanese foreign students summarized in Chapter 3, the author analyzes the causes of errors, and puts forward corresponding teaching suggestions. Chapter five: summarize the main contents of this paper.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2283614
[Abstract]:Chinese concurrent sentences have always been the focus of attention of scholars, but there are few researches on the acquisition of concurrent sentences. But in the second language teaching, the concurrent sentence is the difficulty in the teaching. So this paper, based on the previous research, analyzes the errors caused by the Japanese foreign students' acquisition of Chinese and sentences, summarizes the common types of errors, and puts forward some teaching suggestions. It is expected to be helpful to the teaching of concurrent sentences. This paper is divided into five chapters: the first chapter: from three aspects of "Ontology study", "the acquisition of concurrent sentences", "the comparative study of Chinese and Japanese concurrent sentences" to introduce the current situation of the development of concurrent sentences. At the same time, this paper introduces the source of the corpus. In chapter 2, the syntactic structure of concurrent sentence is discussed and analyzed with ontology, and the syntactic structure of concurrent sentence is determined. At the same time, according to the semantic characteristics of V1, the concurrent sentences are divided into the following categories: "making order class", "address class", "like anger class", "whether there is a class". Chapter three: based on the data of HSK dynamic composition corpus of Peking University, this paper analyzes the types of errors produced by Japanese students, which are "component omission", "component error addition", "component misgeneration", "wrong order" and "structural bias". Chapter four: according to the common error types of Japanese foreign students summarized in Chapter 3, the author analyzes the causes of errors, and puts forward corresponding teaching suggestions. Chapter five: summarize the main contents of this paper.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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