俄罗斯留学生习得“了”的偏误分析与教学启示

发布时间：2018-10-24 20:26

【摘要】：在对外汉语教学中，如何让留学生很好地学习汉语虚词“了”一直都是让教师头疼的事情，因为“了”是留学生学习的一大难题。“了”在汉语中的用法相当的复杂，，用好“了”也是相当不容易的，这也就确立了它在对外汉语教学中老大难的地位。在汉语本体研究中有关“了”的分类、语法意义、句法功能等诸多问题的研究一直备受瞩目，虽然“了”的研究已经有很多年的历史，关于“了”的研究也包含了多个角度，多个方位，在过去这些年也有一些显著的成果，但是真正具备突破意义的却很少，甚至到现在关于何时使用“了”这个问题还在困扰着我们。由于可以产生“了”的偏误的句子类型太多，又没有合适的条件可以将这些句子划分归类，所以就显得比较混乱，老师教起来费劲，学生学起来吃力。所以研究总结“了”的偏误类型，针对偏误类型提出教学策略是很有必要的。在对外汉语教学研究中，针对母语是韩语、日语、英语这三个语种的研究比较多，针对俄语的研究相对要少一些。关于“了”的偏误研究，针对母语是俄语的留学生比母语是韩、日、英这三个语种的留学生也要少许多，这就使对俄罗斯留学生“了”的教学少了许多参考资料和文献，俄罗斯留学生学好“了”可能就要比母语是韩、日、英这三个语种的留学生困难。随着学习汉语的俄罗斯留学生数量的不断增多，我们也越来越需要有关俄罗斯留学生习得“了”的偏误研究文献。本文在俄罗斯留学生的帮助下完成调查问卷的收集，首先以调查问卷为基础总结俄罗斯留学生在使用“了”时产生的偏误类型，包括“了”的误加与遗漏，“了”的错序问题，以及在一些固定句式中“了”的使用问题等等，然后归纳问卷中以及各个例句产生偏误的原因，最后根据这些类型和原因提出了注重汉俄语际对比教学、注重以交际为目的的语境教学、加强语义教学及语感的培养、注重各种课堂教学形式的结合与应用等四条建议和策略，希望能对俄罗斯留学生“了”的教学起到一定的帮助作用，减少俄罗斯学生使用“了”的偏误。
[Abstract]:In the teaching of Chinese as a foreign language, how to make foreign students learn Chinese function words "has" is always a headache for teachers, because "has" is a big problem for foreign students to learn. The usage of "er" in Chinese is quite complicated, and it is not easy to use it well, which establishes its position in teaching Chinese as a foreign language. The research on the classification, grammatical meaning, syntactic function and so on of the Chinese Noumenon has been attracting much attention. Although the study of "er" has a history of many years, the study of "er" also includes many angles. In many directions, there have been some remarkable achievements in the past few years, but few of them really have breakthrough significance. Even now, the question of when to use "has" is still puzzling us. Because there are too many types of sentences which can produce "errors" and there are no suitable conditions to classify these sentences, they appear to be rather confused. The teacher is struggling to teach and the students are struggling to learn them. So it is necessary to summarize the types of errors and put forward teaching strategies for the types of errors. In the study of teaching Chinese as a foreign language, there are more researches on Korean, Japanese and English, and less on Russian. With regard to the bias study of "already", the number of foreign students whose mother tongue is Russian is much smaller than that of their mother tongue, South Korea, Japan, and English. This has resulted in a lot of references and documents missing in the teaching of Russian students. It may be more difficult for Russian students to learn well than students whose mother tongue is Korean, Japanese and English. With the increasing number of Russian students studying Chinese, we also need more and more research papers on Russian students' acquisition of "has". This paper, with the help of the Russian students, completes the collection of the questionnaire. Firstly, based on the questionnaire, the author summarizes the types of errors that occur when the Russian students use the word "has", including the wrong addition and omission of the "yes", the problem of the wrong order of the "yes". And the use of "er" in some fixed sentence patterns, and so on, then summarizes the causes of errors in the questionnaire and each example sentence, and finally puts forward the emphasis on the Chinese-Russian contrast teaching according to these types and reasons. Pay attention to the communicative context teaching, strengthen the semantic teaching and the cultivation of language sense, pay attention to the combination and application of various classroom teaching forms, and pay attention to four suggestions and strategies. It is hoped that it can help the teaching of Russian students and reduce the bias of using it.
【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.4

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