肯尼亚汉语学习者“是”字句习得情况调查及偏误分析
发布时间：2019-03-18 18:26
【摘要】：“是”字句是一种使用率极高的句式,“是”字句的分类、用法也极为复杂。所以笔者以肯尼亚汉语学习者为研究对象,以“是”字句为研究点,根据中介语理论和第二语言习得难度等级模式,运用对比分析、偏误分析等方法,通过问卷调查及笔者日常教学中搜集到的偏误语料,对肯尼亚汉语学习者在学习“是”字句时出现的偏误类型、偏误原因、教学对策等进行分析和探讨,希望本论文能对今后肯尼亚对外汉语教学,特别是“是”字句的教学有所帮助。 本文共分为七个部分： 引言部分从选题背景及意义、研究价值、肯尼亚对外汉语教学现状等方面进行论述,阐述“是”字句在肯尼亚对外汉语教学中的重要性。第一章总结了目前语法学界和对外汉语学界对“是”字句的研究现状,另外,作者也从对外汉语教学角度提出了目前研究的不足之处。第二章说明本文对“是”字句的界定,概括“是”字句的语法功能和词性,限定本文的研究范围。第三章为本论文问卷调查情况,并对得出的数据进行简要的总结。第四章依据问卷数据及日常教学中搜集到的偏误语料,分析不同类型偏误的表现形式、形成原因及教学对策。第五章依据笔者教学使用的教材,以课为单位例举学生可能出现的偏误,并做简要分析。第六章从宏观层面提出目前肯尼亚对外汉语教学存在的问题,并提出教学对策。第七章为结论,总结本论文的主要内容,也说明本文的不足之处。
[Abstract]:"Yes" is a kind of sentence pattern with high usage, and the classification and usage of "yes" is also very complex. Therefore, the author takes Kenyan Chinese learners as the object of study, "Yes" sentence as the research point, according to the interlanguage theory and the second language acquisition difficulty level model, using contrastive analysis, error analysis and other methods. Based on the questionnaire survey and the data collected by the author in daily teaching, this paper analyzes and discusses the types of errors, the causes of errors and the teaching strategies of Kenyan Chinese learners in learning the "Shi" sentence, and so on, and makes an analysis and discussion on the types of errors, the reasons for the errors, and the teaching countermeasures. I hope this paper can help Kenya to teach Chinese as a foreign language in the future, especially the teaching of sentence. This paper is divided into seven parts: the introduction discusses the background and significance of the topic, the value of the research, the current situation of Kenyan Chinese teaching as a foreign language, and expounds the importance of the "Yes" sentence in Kenya's teaching of Chinese as a foreign language. The first chapter summarizes the current research status of "Yes" in grammar and Chinese as a foreign language. In addition, the author also puts forward the shortcomings of the present research from the perspective of teaching Chinese as a foreign language. The second chapter explains the definition of "Shi" sentence, generalizes the grammatical function and part of speech of "Shi" sentence, and limits the research scope of this paper. The third chapter is the survey of this paper, and a brief summary of the data obtained. In the fourth chapter, according to the questionnaire data and the data collected in daily teaching, the author analyzes the forms, causes and teaching countermeasures of different types of errors. In the fifth chapter, according to the teaching materials used by the author, the author enumerates the possible errors of the students according to the class, and makes a brief analysis. The sixth chapter puts forward the problems existing in the teaching of Kenyan Chinese as a foreign language from the macro-level, and puts forward the teaching countermeasures. The seventh chapter is the conclusion, summarizes the main content of this paper, also explains the shortcomings of this paper.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2443116
[Abstract]:"Yes" is a kind of sentence pattern with high usage, and the classification and usage of "yes" is also very complex. Therefore, the author takes Kenyan Chinese learners as the object of study, "Yes" sentence as the research point, according to the interlanguage theory and the second language acquisition difficulty level model, using contrastive analysis, error analysis and other methods. Based on the questionnaire survey and the data collected by the author in daily teaching, this paper analyzes and discusses the types of errors, the causes of errors and the teaching strategies of Kenyan Chinese learners in learning the "Shi" sentence, and so on, and makes an analysis and discussion on the types of errors, the reasons for the errors, and the teaching countermeasures. I hope this paper can help Kenya to teach Chinese as a foreign language in the future, especially the teaching of sentence. This paper is divided into seven parts: the introduction discusses the background and significance of the topic, the value of the research, the current situation of Kenyan Chinese teaching as a foreign language, and expounds the importance of the "Yes" sentence in Kenya's teaching of Chinese as a foreign language. The first chapter summarizes the current research status of "Yes" in grammar and Chinese as a foreign language. In addition, the author also puts forward the shortcomings of the present research from the perspective of teaching Chinese as a foreign language. The second chapter explains the definition of "Shi" sentence, generalizes the grammatical function and part of speech of "Shi" sentence, and limits the research scope of this paper. The third chapter is the survey of this paper, and a brief summary of the data obtained. In the fourth chapter, according to the questionnaire data and the data collected in daily teaching, the author analyzes the forms, causes and teaching countermeasures of different types of errors. In the fifth chapter, according to the teaching materials used by the author, the author enumerates the possible errors of the students according to the class, and makes a brief analysis. The sixth chapter puts forward the problems existing in the teaching of Kenyan Chinese as a foreign language from the macro-level, and puts forward the teaching countermeasures. The seventh chapter is the conclusion, summarizes the main content of this paper, also explains the shortcomings of this paper.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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