初级汉语水平中亚留学生量词使用偏误分析
发布时间：2018-11-01 11:50
【摘要】：具有丰富的量词是汉语的一个重要特征,与非汉藏语系的语言相比,汉语中的量词不仅要充当度量衡,还要在数词与名词(或动词)结合表数量时作为中介充当单位词,因此在对外汉语教学中是留学生学习的重点和难点之一。 本文以来华的中亚留学生为研究对象,主要考察他们在学习和应用汉语量词时所产生的偏误现象。当今中亚学生主要以俄语为相互之间交流的主要用语,而俄语属于印欧语系,与汉语的语法结构差异较大,俄语中也没有与汉语量词完全对应的词类,因此中亚学生对汉语量词的学习尤为吃力。另外,作为对外汉语的教学者和研究者,相较于对欧美教学对象而言,我们在针对中亚学生汉语教学方面的研究以及教材和工具书编写上都略显滞后,在课堂教学时采用的方法也不够科学,教学效率和质量有待提高,这就使得中亚留学生在对汉语量词的使用上产生了更多的偏误现象。如不及时纠正,则会进一步加深这些偏误的顽固性,最终影响学生运用汉语进行交际的能力和信心。本文以中介语理论、偏误分析理论为指导,以收集的中亚留学生在课堂回答,作业练习以及考试中出现的量词偏误为主要语料,对收集的语料进行描述和归类,探讨其产生的原因。最后对如何改进对中亚留学生汉语量词的教学阐述了自己的观点和建议。 通过对收集的偏误现象进行分析研究,并按性质分类,本文将中亚留学生在汉语量词上产生的偏误分为“量词误用”、“量词遗漏”、“量词误加”、“量词短语错序”这四种类型。而产生偏误的原因又可分为内部因素和外部因素。内部因素包括了母语的负迁移和不当的学习策略和态度。外部因素则包括了汉语量词的繁多、教学方法的不足以及相应教材和工具书的缺乏。而针对这些偏误产生的原因,本文建议通过采取直接法教学,加强中俄二语对比分析,提高教师对俄语的了解,把握合适的纠错原则,改进教材及工具书等方式提高针对中亚留学生的汉语教学质量,争取达到事半功倍的效果。
[Abstract]:Having abundant quantifiers is an important feature of Chinese. Compared with non-Chinese-Tibetan languages, quantifiers in Chinese should not only act as weights and measures, but also act as an intermediary as unit words when numerals are combined with nouns (or verbs). Therefore, in the teaching of Chinese as a foreign language, it is one of the key and difficult points for foreign students to learn. This paper focuses on the students from Central Asia who came to China to study and apply Chinese classifiers. Nowadays, the students of Central Asia mainly use Russian as the main language to communicate with each other, and Russian belongs to the Indo-European department, which is quite different from the grammatical structure of Chinese, and there are no parts of speech corresponding to Chinese classifiers in Russian. Therefore, the study of Chinese classifiers is particularly difficult for the students of Central Asia. In addition, as a teacher and researcher of Chinese as a foreign language, compared with the teaching objects of Europe and the United States, our research on Chinese teaching for students in Central Asia, as well as the compilation of textbooks and reference books, has lagged behind. The methods used in classroom teaching are not scientific, and the teaching efficiency and quality need to be improved. If not corrected in time, it will further deepen the stubbornness of these errors and ultimately affect the students' communicative ability and confidence in using Chinese. Under the guidance of interlanguage theory and error analysis theory, this paper describes and classifies the collected corpus based on the collected errors in classroom answers, homework exercises and tests. The causes of its occurrence are discussed. Finally, the author expounds his views and suggestions on how to improve the teaching of Chinese classifiers for students from Central Asia. By analyzing and studying the phenomenon of errors collected, and classifying them according to their nature, this paper divides the errors in Chinese quantifiers into three categories: "misuse of quantifiers", "omissions of classifiers", "addition of errors of quantifiers". The four types of "quantifier phrase misorder". The causes of errors can be divided into internal factors and external factors. Internal factors include negative transfer of mother tongue and inappropriate learning strategies and attitudes. External factors include the variety of Chinese quantifiers, the shortage of teaching methods and the lack of corresponding textbooks and reference books. In view of the causes of these errors, this paper suggests that through direct teaching, we should strengthen the contrastive analysis of Chinese and Russian languages, improve teachers' understanding of Russian, and grasp the appropriate error-correcting principles. Improve teaching materials and reference books to improve the quality of Chinese teaching for students from Central Asia, and strive to achieve twice the result with half the effort.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2303838
[Abstract]:Having abundant quantifiers is an important feature of Chinese. Compared with non-Chinese-Tibetan languages, quantifiers in Chinese should not only act as weights and measures, but also act as an intermediary as unit words when numerals are combined with nouns (or verbs). Therefore, in the teaching of Chinese as a foreign language, it is one of the key and difficult points for foreign students to learn. This paper focuses on the students from Central Asia who came to China to study and apply Chinese classifiers. Nowadays, the students of Central Asia mainly use Russian as the main language to communicate with each other, and Russian belongs to the Indo-European department, which is quite different from the grammatical structure of Chinese, and there are no parts of speech corresponding to Chinese classifiers in Russian. Therefore, the study of Chinese classifiers is particularly difficult for the students of Central Asia. In addition, as a teacher and researcher of Chinese as a foreign language, compared with the teaching objects of Europe and the United States, our research on Chinese teaching for students in Central Asia, as well as the compilation of textbooks and reference books, has lagged behind. The methods used in classroom teaching are not scientific, and the teaching efficiency and quality need to be improved. If not corrected in time, it will further deepen the stubbornness of these errors and ultimately affect the students' communicative ability and confidence in using Chinese. Under the guidance of interlanguage theory and error analysis theory, this paper describes and classifies the collected corpus based on the collected errors in classroom answers, homework exercises and tests. The causes of its occurrence are discussed. Finally, the author expounds his views and suggestions on how to improve the teaching of Chinese classifiers for students from Central Asia. By analyzing and studying the phenomenon of errors collected, and classifying them according to their nature, this paper divides the errors in Chinese quantifiers into three categories: "misuse of quantifiers", "omissions of classifiers", "addition of errors of quantifiers". The four types of "quantifier phrase misorder". The causes of errors can be divided into internal factors and external factors. Internal factors include negative transfer of mother tongue and inappropriate learning strategies and attitudes. External factors include the variety of Chinese quantifiers, the shortage of teaching methods and the lack of corresponding textbooks and reference books. In view of the causes of these errors, this paper suggests that through direct teaching, we should strengthen the contrastive analysis of Chinese and Russian languages, improve teachers' understanding of Russian, and grasp the appropriate error-correcting principles. Improve teaching materials and reference books to improve the quality of Chinese teaching for students from Central Asia, and strive to achieve twice the result with half the effort.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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