中、高级留学生同音字书写偏误研究

发布时间：2018-10-22 12:17

【摘要】：本文通过对中、高级留学生作文语料的搜集，从中发现留学生在汉字书写过程中同音字书写偏误较多且类型复杂。因此，，文章重点讨论了留学生的同音字书写偏误，以期找出偏误原因并对相关的教学提出针对性的建议。本文的具体框架如下：第一章绪论，讨论了选题的依据，阐述了前人的相关研究成果，介绍了研究内容及方法。第二章主要阐述了文章中所涉及的汉字习得理论。其中有对比分析理论、文化适应假说和内在大纲及习得顺序假说。第三章主要考察了中、高级留学生有关同音字书写偏误方面的语料。总结出了同音字书写偏误的类型，并对导致偏误类型的内在规律进行了验证。第四章从同音字的特点、同音字教学与教材编写出发，依次分析了留学生同音字书写偏误产生的原因，并在此基础上提出了相应的对外汉字教学策略。第五章结论。
[Abstract]:Through the collection of composition data of middle and senior foreign students, it is found that there are many errors and complex types of homophones in the process of writing Chinese characters. Therefore, this paper focuses on the homonym writing errors of foreign students, in order to find out the causes of the errors and to put forward pertinent suggestions to the relevant teaching. The specific framework of this paper is as follows: the first chapter is introduction, which discusses the basis of the topic, describes the previous research results, and introduces the research content and methods. The second chapter mainly expounds the theory of Chinese character acquisition. Among them are comparative analysis theory, cultural adaptation hypothesis, internal outline and acquisition sequence hypothesis. The third chapter mainly examines the Chinese and senior students about homonym writing errors. This paper summarizes the types of homonym writing errors, and verifies the inherent rules that lead to the errors. In the fourth chapter, the author analyzes the causes of the errors in homonym writing from the characteristics of homophones, homophones teaching and teaching materials, and puts forward the corresponding teaching strategies for foreign Chinese characters. Chapter V conclusion.
【学位授予单位】：暨南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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