新疆双语骨干教师关联词偏误调查与量化分析
发布时间：2018-10-31 18:30
【摘要】：汉语作为第二语言教学，关联词语始终是一个难点。在汉语中不同的关联词语表示不同的逻辑语义关系，，而且关联词语的使用也是有规则的，要不要使用关联词语，使用哪一个关联词语，关联词语位置如何，在使用关联词语时都是必须考虑的。对于汉语学习者来说，关联词语的学习和使用是十分必要且有难度的。 本文根据语言学理论、中介语理论，对在上海师范大学参加培训的新疆双语骨干教师九次新HSK模拟考试中的作文进行考察分析，以偏误理论为基础，运用统计分析和偏误分析方法，对这些作文中出现的各类关联词语的偏误情况和关联词出现的各种偏误类型进行了考察和分析。 文章最后根据统计和分析的结果，对新疆双语骨干教师的汉语教学和学习提出了几点教学建议，建议教师要清楚地讲解关联词语所表示的逻辑语义关系，辨别前后分句的语义关系。教师还要有意识地对一些相似的关联词语进行对比教学。教师上课时还需要懂得一些二语教学的有效教学方法，比如组块教学，丰富而全面的语言输入等。
[Abstract]:Chinese as a second language teaching, associative words have always been a difficult point. In Chinese, different associative words denote different logical semantic relations, and the use of associative words is also regular. Should we use the associative words, which one of them should be used, and what is the position of the associative words, It is necessary to consider when using related words. It is necessary and difficult for Chinese learners to learn and use related words. Based on linguistic theory and interlanguage theory, this paper investigates and analyzes the compositions of Xinjiang bilingual backbone teachers who have been trained in Shanghai normal University for nine times in the new HSK simulation examination, based on the error theory. By using the methods of statistical analysis and error analysis, this paper investigates and analyzes the errors of all kinds of related words and the types of errors of the relevant words in these compositions. Finally, according to the results of statistics and analysis, this paper puts forward some teaching suggestions for the Chinese teaching and learning of Xinjiang bilingual backbone teachers, suggesting that teachers should clearly explain the logical and semantic relations expressed by the associative words. Distinguish the semantic relationship between the preceding and the former clauses. Teachers should also consciously carry out contrastive teaching of some similar related words. Teachers also need to know some effective teaching methods of L2 teaching, such as block teaching, rich and comprehensive language input and so on.
【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：2303171
[Abstract]:Chinese as a second language teaching, associative words have always been a difficult point. In Chinese, different associative words denote different logical semantic relations, and the use of associative words is also regular. Should we use the associative words, which one of them should be used, and what is the position of the associative words, It is necessary to consider when using related words. It is necessary and difficult for Chinese learners to learn and use related words. Based on linguistic theory and interlanguage theory, this paper investigates and analyzes the compositions of Xinjiang bilingual backbone teachers who have been trained in Shanghai normal University for nine times in the new HSK simulation examination, based on the error theory. By using the methods of statistical analysis and error analysis, this paper investigates and analyzes the errors of all kinds of related words and the types of errors of the relevant words in these compositions. Finally, according to the results of statistics and analysis, this paper puts forward some teaching suggestions for the Chinese teaching and learning of Xinjiang bilingual backbone teachers, suggesting that teachers should clearly explain the logical and semantic relations expressed by the associative words. Distinguish the semantic relationship between the preceding and the former clauses. Teachers should also consciously carry out contrastive teaching of some similar related words. Teachers also need to know some effective teaching methods of L2 teaching, such as block teaching, rich and comprehensive language input and so on.
【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
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