非汉字文化圈留学生汉字书写偏误分析
发布时间：2019-04-09 08:04
【摘要】：近年来随着我国经济的蓬勃发展,经贸往来的日益增加,汉语的国际影响力也在逐渐增强,越来越多的外国学习者加入了汉语学习的热潮之中。对于非汉字文化圈学习者来说,学好汉字是十分困难的,因为汉字与他们的母语文字在发音体系、思维方式、构形方式等方面迥然不同,这些因素都增加了他们学习汉语的难度,也在一定程度上削弱了他们的汉语学习兴趣和效率。如果这些困难在初级阶段不能及时得到解决,会严重影响学习者下一阶段的学习。再者,来中国学习汉语的外国留学生大多数都来自亚洲国家,这使得非汉字文化圈的留学生容易成为被忽视的群体。汉字教学本身就是对外汉语教学的薄弱点,这类研究需要得到加强,特别是针对非汉字文化圈的学习者,更要予以重视。 就如何提高非汉字文化圈留学生的汉字学习效率以提高对外汉语教学水平这个研究热点是从上世纪90年代才开始的。将经典的偏误分析法应用到非汉字文化圈留学生的汉字习得研究中是合适的。因此,本文试图从汉字的偏误分析角度出发,结合非汉字文化圈留学生的自身特点以及汉字的特点,解释这一学习群体的汉字书写偏误产生的原因,最后结合心理学理论提出相关的教学建议和应对策略。具体内容如下： (1)笔者通过收集华中师范大学国际文化交流学院初级阶段预科班留学生的书面作业和听写作业中出现的汉字书写偏误作为语料,结合前人的偏误分类方法,在改进的基础上进行细致的分类。针对收集的语料进行分类统计,找出非汉字文化圈留学生汉字书写偏误的问题所在。 (2)对非汉字文化圈留学生的各类书写偏误进行定义和解释,并详细举例分析。 (3)针对非汉字文化圈留学生汉字书写偏误的主要问题,结合这类学生的自身特点和汉字本身的特点,挖掘汉字偏误产生的原因,这些原因中,有学习者自身原因,有教学环境的原因,还有汉字的独特性引起的原因。还针对汉字的原因作出分类探讨。 (4)结合认知心理学理论,从情节记忆理论、原型理论、文化联想、认知加工层次理论入手,分别举例探讨汉字教学的改进方法,以提高学习者的兴趣和学习效率。
[Abstract]:In recent years, with the vigorous development of China's economy and the increasing of economic and trade exchanges, the international influence of Chinese is gradually increasing, and more foreign learners have joined the upsurge of Chinese learning. For non-Chinese culture learners, it is very difficult to learn Chinese characters because Chinese characters are very different from their native characters in pronunciation system, thinking mode, configuration way, and so on. All these factors increase their difficulty in learning Chinese and weaken their interest and efficiency in learning Chinese to a certain extent. If these difficulties can not be solved in the primary stage, the learners will be seriously affected in the next stage of learning. Moreover, most of the foreign students who come to China to study Chinese come from Asian countries, which makes non-Chinese students easily become neglected groups. Chinese character teaching itself is the weak point of teaching Chinese as a foreign language, and this kind of research needs to be strengthened, especially for the learners of non-Chinese characters culture circle, especially for the learners of non-Chinese characters culture circle. The research focus on how to improve the Chinese character learning efficiency of non-Chinese characters culture circle students in order to improve the level of teaching Chinese as a foreign language is only started in the 1990s. It is appropriate to apply the classical error analysis method to the study of Chinese character acquisition of non-Chinese characters cultural circle students. Therefore, from the angle of error analysis of Chinese characters, this paper tries to explain the causes of the errors in writing of Chinese characters in this learning group by combining the characteristics of non-Chinese characters and the characteristics of Chinese characters. Finally, some teaching suggestions and coping strategies are put forward in combination with psychological theory. The specific contents are as follows: (1) the author collected the writing and dictation errors of the students in the preparatory class of the School of International Cultural Exchange of Central China normal University as a corpus. Combined with the former bias classification method, on the basis of the improved classification, we carry on the detailed classification. According to the classification and statistics of the collected data, this paper finds out the problem of error in writing Chinese characters of non-Chinese characters culture circle students. (2) define and explain all kinds of writing errors of non-Chinese characters culture circle students, and analyze the examples in detail. (3) aiming at the main problems of non-Chinese character culture circle students' errors in writing Chinese characters, combining with their own characteristics and the characteristics of Chinese characters themselves, this paper excavates the causes of errors in Chinese characters. Among these reasons, there are learners' own reasons. There are reasons for the teaching environment and for the uniqueness of Chinese characters. The reasons for the classification of Chinese characters are also discussed. (4) based on the theory of cognitive psychology and the theory of plot memory, archetypal theory, cultural association and cognitive processing level theory, this paper discusses the improvement methods of Chinese character teaching with examples to improve learners' interest and learning efficiency.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2454983
[Abstract]:In recent years, with the vigorous development of China's economy and the increasing of economic and trade exchanges, the international influence of Chinese is gradually increasing, and more foreign learners have joined the upsurge of Chinese learning. For non-Chinese culture learners, it is very difficult to learn Chinese characters because Chinese characters are very different from their native characters in pronunciation system, thinking mode, configuration way, and so on. All these factors increase their difficulty in learning Chinese and weaken their interest and efficiency in learning Chinese to a certain extent. If these difficulties can not be solved in the primary stage, the learners will be seriously affected in the next stage of learning. Moreover, most of the foreign students who come to China to study Chinese come from Asian countries, which makes non-Chinese students easily become neglected groups. Chinese character teaching itself is the weak point of teaching Chinese as a foreign language, and this kind of research needs to be strengthened, especially for the learners of non-Chinese characters culture circle, especially for the learners of non-Chinese characters culture circle. The research focus on how to improve the Chinese character learning efficiency of non-Chinese characters culture circle students in order to improve the level of teaching Chinese as a foreign language is only started in the 1990s. It is appropriate to apply the classical error analysis method to the study of Chinese character acquisition of non-Chinese characters cultural circle students. Therefore, from the angle of error analysis of Chinese characters, this paper tries to explain the causes of the errors in writing of Chinese characters in this learning group by combining the characteristics of non-Chinese characters and the characteristics of Chinese characters. Finally, some teaching suggestions and coping strategies are put forward in combination with psychological theory. The specific contents are as follows: (1) the author collected the writing and dictation errors of the students in the preparatory class of the School of International Cultural Exchange of Central China normal University as a corpus. Combined with the former bias classification method, on the basis of the improved classification, we carry on the detailed classification. According to the classification and statistics of the collected data, this paper finds out the problem of error in writing Chinese characters of non-Chinese characters culture circle students. (2) define and explain all kinds of writing errors of non-Chinese characters culture circle students, and analyze the examples in detail. (3) aiming at the main problems of non-Chinese character culture circle students' errors in writing Chinese characters, combining with their own characteristics and the characteristics of Chinese characters themselves, this paper excavates the causes of errors in Chinese characters. Among these reasons, there are learners' own reasons. There are reasons for the teaching environment and for the uniqueness of Chinese characters. The reasons for the classification of Chinese characters are also discussed. (4) based on the theory of cognitive psychology and the theory of plot memory, archetypal theory, cultural association and cognitive processing level theory, this paper discusses the improvement methods of Chinese character teaching with examples to improve learners' interest and learning efficiency.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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