初级阶段汉语学习者“把”字句习得偏误分析及教学建议
发布时间：2018-11-25 12:10
【摘要】：在对外汉语教学中,“把”字句的教学历来被视为教学的重点和难点。即便如此,外国人习得“把”字句的情况仍然不容乐观,偏误率较高。“把”字句的习得过程中到底存在哪些障碍,我们该如何解决潜在的障碍,这些都成为我们研究的重点。只有解决了这些问题,“把”字句的习得效果才能得到很好的改善。 本文以偏误分析理论,内在大纲与习得顺序理论等为理论支撑,通过对搜集到的偏误进行细致的分析,总结出七大类“把”字句偏误类型：泛化偏误、回避偏误、动词使用偏误、宾语使用偏误、状语使用偏误、补语使用偏误以及“了”的使用偏误。进而以这些偏误类型为基本框架,进行归因分析,认为造成“把”字句偏误的原因有：句式的特殊性、教学上的过度诱导、相关规则掌握不完全以及教材编写的不科学等。 文章的最后一部分是在对偏误类型、偏误产生原因综合分析的基础上,提出了“把”字句教学的相关建议。在“把”字句的教学中,首先应该加强相关句式的对比教学；其次,应当适度淡化“把”字句教学,以免引起“把”字句的使用泛化；另外,还要加强相关规则的教学。在对外汉语教材编写方面,要强化语义解释、分散重难点、科学化教学顺序、合理化练习设置,希望能对以后的“把”字句教学有所裨益。
[Abstract]:In the teaching of Chinese as a foreign language, the teaching of Ba sentence has always been regarded as the focal point and difficulty of teaching. Even so, foreigners' acquisition of "Ba" sentence is still not optimistic, the error rate is high. What are the obstacles in the acquisition of Ba sentence and how to solve the potential obstacles? these have become the focus of our research. Only by solving these problems can the acquisition effect of Ba sentence be improved. Based on the theory of error analysis, the theory of internal outline and the theory of acquisition sequence, this paper sums up seven types of errors of "Ba" sentence: generalization error, avoidance error, etc. Verb use error, object use error, adverbial use error, complement use error and "has" use error. Then, taking these error types as the basic frame, this paper analyzes the attribution, and points out that the reasons for the errors are: the particularity of sentence pattern, the overinduction of teaching, the incomplete mastery of relevant rules and the unscientific compilation of textbooks, etc. In the last part of the article, based on the comprehensive analysis of the types of errors and the causes of errors, the author puts forward some suggestions on the teaching of "Ba" words and sentences. In the teaching of "Ba" sentences, we should first strengthen the contrastive teaching of related sentence patterns; secondly, we should desalinate the teaching of "Ba" sentences in order to avoid the generalization of the use of "Ba" sentences; in addition, we should strengthen the teaching of relevant rules. In the aspect of compiling textbooks for Chinese as a foreign language, we should strengthen the semantic interpretation, disperse and stress the difficulties, make the teaching order scientific, and rationalize the practice setup, hoping that it will be helpful to the teaching of "Ba" words and sentences in the future.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2356054
[Abstract]:In the teaching of Chinese as a foreign language, the teaching of Ba sentence has always been regarded as the focal point and difficulty of teaching. Even so, foreigners' acquisition of "Ba" sentence is still not optimistic, the error rate is high. What are the obstacles in the acquisition of Ba sentence and how to solve the potential obstacles? these have become the focus of our research. Only by solving these problems can the acquisition effect of Ba sentence be improved. Based on the theory of error analysis, the theory of internal outline and the theory of acquisition sequence, this paper sums up seven types of errors of "Ba" sentence: generalization error, avoidance error, etc. Verb use error, object use error, adverbial use error, complement use error and "has" use error. Then, taking these error types as the basic frame, this paper analyzes the attribution, and points out that the reasons for the errors are: the particularity of sentence pattern, the overinduction of teaching, the incomplete mastery of relevant rules and the unscientific compilation of textbooks, etc. In the last part of the article, based on the comprehensive analysis of the types of errors and the causes of errors, the author puts forward some suggestions on the teaching of "Ba" words and sentences. In the teaching of "Ba" sentences, we should first strengthen the contrastive teaching of related sentence patterns; secondly, we should desalinate the teaching of "Ba" sentences in order to avoid the generalization of the use of "Ba" sentences; in addition, we should strengthen the teaching of relevant rules. In the aspect of compiling textbooks for Chinese as a foreign language, we should strengthen the semantic interpretation, disperse and stress the difficulties, make the teaching order scientific, and rationalize the practice setup, hoping that it will be helpful to the teaching of "Ba" words and sentences in the future.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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