母语为阿拉伯语留学生使用汉语标点符号的偏误分析及教学建议
发布时间：2018-11-04 20:32
【摘要】：在当前,国内关于标点符号本体的研究比较全面,而在对外汉语教学中标点符号的研究经常被忽视。尤其是在针对母语为阿拉伯语留学生使用汉语标点符号的研究更是空缺。同时在仅有的对外汉语标点符号的研究中,大多趋向于针对东南亚国家、日韩以及英语国家留学生的研究。笔者在研究生期间,参与了本校的对外汉语教学实践,期间就发现汉语标点符号这部分的只是在对外汉语教学中经常被忽略,并导致留学生在学习和使用汉语标点符号的过程中经常出现很多偏误。在历史的长河中,阿拉伯民族和中华民族的文化和传统保持着紧密联系的。21世纪之后,中国与阿拉伯国家的合作进入了一个历史性的阶段。双方互相支持、尊重和平等相待,已经成为可以信赖的好朋友。现在阿拉伯学生学习汉语的人越来越多,于是我感觉到补充和完善这部分研究的必要性和重要性。之后我有考察了湖南大学初级与高级留学生使用汉语标点符号的情况,并且在HSK动态语料库中查找相关的资料,同时借鉴了针对其他地域或语种留学生汉语标点符号研究的资料。首先,笔者根据学生的母语背景,翻阅相关的资料。归纳出阿拉伯语中标点符号的使用规律。总结出汉语和阿拉伯语标点符号使用频次最多的十种进行研究。在标点符号的功能和形式进行比较分析。总结出它们形式和功能的异同点。其次是精心筛选预料,对阿拉伯留学生进行详细的语料调查。并同时在众多语料库中归纳偏误的类型。二者结合起来,分析汉语标点符号存在误用、多余和空缺的现象。采用问调查和语料分析的办法,完整的分析了母语为阿拉伯语留学生在使用汉语标点符号中所出现的问题,从书写形式的偏误,书写格式的偏误以及功能偏误三个方面进行具体的研究,对阿拉伯留学生使用汉语标点符号的偏误进行总结和归纳。并一一进行详细的分析和举例。最后,笔者也结合已有的研究成果中,关于完善标点符号教学的建议,再加上自己在实践教学中总结的经验,同时在针对阿拉伯留学生汉语标点符号的研究,给出自己的一些关于完善教材,提高讲授的水平,采取比较法进行针对性教学等等建议。本文意在完善对外汉语教学中标点符号这部分,尤其是针对母语阿拉伯语留学生使用汉语标点符号存在的困难,找出偏误并分析原因,并且给出解决的建议。希望本文的研究能够为提高对外汉语教学质量做出本人微薄的贡献。
[Abstract]:At present, the domestic research on punctuation Noumenon is relatively comprehensive, but the study of punctuation mark is often ignored in teaching Chinese as a foreign language. Especially in the study of the use of Chinese punctuation marks for native Arabic students. At the same time, most of the researches on punctuation marks in TCSL tend to focus on students from Southeast Asian countries, Japan and South Korea and English speaking countries. During my post-graduate years, I participated in the teaching practice of TCFL. During this period, I found that the Chinese punctuation mark was often ignored in teaching Chinese as a foreign language. In the process of learning and using Chinese punctuation marks, there are often many errors. In the long river of history, the cultures and traditions of the Arab nation and the Chinese nation are closely linked. After the 21st century, the cooperation between China and the Arab countries has entered a historic stage. Both sides support each other, respect and treat each other equally, have become trusted good friends. Now there are more and more Arab students learning Chinese, so I feel the necessity and importance of complementing and perfecting this part of the study. Then I examined the use of Chinese punctuation marks by junior and senior students at Hunan University, and searched the HSK dynamic corpus for relevant data. At the same time, it draws lessons from the study of Chinese punctuation marks for foreign students from other regions and languages. First of all, the author according to the background of the students mother tongue, read the relevant materials. The rules of punctuation in Arabic are summarized. Ten kinds of punctuation marks in Chinese and Arabic are studied. The function and form of punctuation mark are compared and analyzed. Summarize the similarities and differences between their forms and functions. The second is the careful screening of the expected Arab students to carry out a detailed corpus investigation. And at the same time in a large number of corpus to conclude the types of errors. Combining the two, this paper analyzes the phenomenon of misuse, redundancy and vacancy of Chinese punctuation marks. By using the methods of inquiry and corpus analysis, this paper analyzes the problems of native Arabic students in using Chinese punctuation marks, from the error of writing form. The errors of writing format and function are studied concretely, and the errors of Arabic students using Chinese punctuation marks are summarized and summarized. And carries on the detailed analysis and the example one by one. Finally, the author also combined with the existing research results, on the improvement of punctuation teaching suggestions, plus their own experience in practical teaching, at the same time for Arab students in the study of punctuation marks in Chinese, Some suggestions are given on how to improve the teaching materials, how to improve the teaching level, and how to use the comparative method to carry out the targeted teaching and so on. The purpose of this paper is to perfect the punctuation mark in teaching Chinese as a foreign language, especially in view of the difficulties existing in the use of Chinese punctuation marks by native Arabic students, to find out the errors and to analyze the reasons, and to give some suggestions to solve them. I hope this study can contribute to improving the quality of teaching Chinese as a foreign language.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195.3
本文编号：2311056
[Abstract]:At present, the domestic research on punctuation Noumenon is relatively comprehensive, but the study of punctuation mark is often ignored in teaching Chinese as a foreign language. Especially in the study of the use of Chinese punctuation marks for native Arabic students. At the same time, most of the researches on punctuation marks in TCSL tend to focus on students from Southeast Asian countries, Japan and South Korea and English speaking countries. During my post-graduate years, I participated in the teaching practice of TCFL. During this period, I found that the Chinese punctuation mark was often ignored in teaching Chinese as a foreign language. In the process of learning and using Chinese punctuation marks, there are often many errors. In the long river of history, the cultures and traditions of the Arab nation and the Chinese nation are closely linked. After the 21st century, the cooperation between China and the Arab countries has entered a historic stage. Both sides support each other, respect and treat each other equally, have become trusted good friends. Now there are more and more Arab students learning Chinese, so I feel the necessity and importance of complementing and perfecting this part of the study. Then I examined the use of Chinese punctuation marks by junior and senior students at Hunan University, and searched the HSK dynamic corpus for relevant data. At the same time, it draws lessons from the study of Chinese punctuation marks for foreign students from other regions and languages. First of all, the author according to the background of the students mother tongue, read the relevant materials. The rules of punctuation in Arabic are summarized. Ten kinds of punctuation marks in Chinese and Arabic are studied. The function and form of punctuation mark are compared and analyzed. Summarize the similarities and differences between their forms and functions. The second is the careful screening of the expected Arab students to carry out a detailed corpus investigation. And at the same time in a large number of corpus to conclude the types of errors. Combining the two, this paper analyzes the phenomenon of misuse, redundancy and vacancy of Chinese punctuation marks. By using the methods of inquiry and corpus analysis, this paper analyzes the problems of native Arabic students in using Chinese punctuation marks, from the error of writing form. The errors of writing format and function are studied concretely, and the errors of Arabic students using Chinese punctuation marks are summarized and summarized. And carries on the detailed analysis and the example one by one. Finally, the author also combined with the existing research results, on the improvement of punctuation teaching suggestions, plus their own experience in practical teaching, at the same time for Arab students in the study of punctuation marks in Chinese, Some suggestions are given on how to improve the teaching materials, how to improve the teaching level, and how to use the comparative method to carry out the targeted teaching and so on. The purpose of this paper is to perfect the punctuation mark in teaching Chinese as a foreign language, especially in view of the difficulties existing in the use of Chinese punctuation marks by native Arabic students, to find out the errors and to analyze the reasons, and to give some suggestions to solve them. I hope this study can contribute to improving the quality of teaching Chinese as a foreign language.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195.3
【引证文献】
中国硕士学位论文全文数据库 前2条
1 冬歌（M.C.H.RANATHUNGA）;斯里兰卡学生汉语标点符号习得偏误分析[D];天津师范大学;2017年
2 李玲;中高级留学生习得汉语标点符号的偏误分析及教学对策[D];辽宁师范大学;2017年
，本文编号：2311056
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