中亚留学生汉语语篇衔接偏误研究

发布时间：2018-01-01 15:32

本文关键词：中亚留学生汉语语篇衔接偏误研究　出处：《新疆师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：近几年留学生语篇衔接偏误的研究取得了较大的进展,但是对英语背景学生研究得较多,其他语言背景国家研究相对薄弱。在充分吸收和借鉴本体研究成果的基础上,采用偏误分析法、文献分析法、数据统计法、对比法等研究方法,对336篇中高级汉语水平中亚留学生作文语篇中的衔接偏误进行分析,总结指称、省略、替代、词汇衔接、连接这五种衔接手段偏误特点。本研究可以丰富中亚留学生语篇衔接方面的理论研究,并且能有助于提高学生语篇表达的能力。经统计分析,336篇中高级汉语水平中亚留学生作文语篇指称、省略、替代、词汇衔接、连接这五种衔接手段偏误特点如下:1)中高级阶段中亚留学生比较容易犯语篇衔接上的偏误。高级阶段中亚留学生偏误率略高于中级阶段中亚留学生。2)中高级阶段中亚留学生语篇偏误类型十分不平衡,而且存在“石化”现象。3)对于中高级阶段学生来说,人称指称偏误和指示指称偏误是指称偏误高发类型。指称偏误类型以遗漏和误代为主。另外,对于比较指称,学生采取了回避的策略。4)中高级阶段省略偏误以名词性省略偏误为主,尤其是定语省略偏误,并且省略偏误以遗漏和误加为主。另外,到了高级阶段,动词性省略偏误、宾语省略偏误减少了。5)对中高级阶段学生而言,小句性替代偏误是替代偏误高发类型。另外,在中高级阶段,小句性替代偏误以误加为主;到了高级阶段,替代偏误呈减少的趋势。6)中高级阶段均是同现偏误多于复现偏误。同现偏误以反义词偏误和并列下义词偏误为主;复现偏误以上下义词偏误为主,上下义词偏误以误代为主。高级阶段,这些类型的偏误量逐渐减少。7)并列和转折均是中高级阶段连接偏误高发类型,并且遗漏是各小类连接偏误高发类型。另外,高级阶段更容易发生连接上的偏误。然后分析出中高级中亚留学生汉语语篇衔接偏误的成因是学习者学习策略不当、母语负迁移、汉语本身存在意合的特点、大纲缺乏语篇教学的内容、教材缺乏语篇教学的内容。最后提出提高中亚留学生语篇能力的建议:学习者改进学习策略、完善大纲的制定、改进教材的编写。
[Abstract]:In recent years, great progress has been made in the study of discourse cohesion bias among foreign students, but there are more researches on English background students. Other language background countries are relatively weak. On the basis of fully absorbing and drawing on the research results of ontology, we adopt the error analysis method, literature analysis method, data statistics method, contrast method and other research methods. In this paper, the cohesion errors in 336 compositions of middle and advanced Chinese students from Central Asia are analyzed, and reference, ellipsis, substitution and lexical cohesion are summarized. This study can enrich the theoretical research on discourse cohesion of the students from Central Asia and help to improve the students' ability of discourse expression. 336 compositions of Middle and Advanced Chinese students from Central Asia; reference, ellipsis, substitution, lexical cohesion. The connection of the five cohesive devices is characterized as follows: (1) Middle and advanced stage students from Central Asia are more likely to make textual errors in cohesion, and the error rate of advanced stage students from Central Asia is slightly higher than that of intermediate stage students from Central Asia. The types of discourse errors of the students from Central Asia at the middle and advanced stages are very unbalanced. For middle and advanced stage students, the person reference error and the indicator reference error are the high incidence types of reference error, and the reference error type is mainly omission and false substitution. 3) for the middle and advanced stage students, the person reference error and the indicator reference error are the high incidence types of the reference error. For comparative reference, students adopted avoidance strategy. 4) Ellipsis errors in middle and advanced stage are mainly nominal ellipsis errors, especially attributive ellipsis errors, and ellipsis errors are mainly omissions and errors. At the advanced stage, verb ellipsis error and object ellipsis error reduce. 5) for middle and advanced stage students, clause substitution bias is the type of high incidence of substitution error. Clause substitution bias is mainly by adding by mistake; At the advanced stage, the substitution bias tends to decrease. 6) in the middle and advanced stage, the co-occurrence error is more than the reappearance error. The synonym error and the juxtaposition word error are the main ones. The errors of the upper and lower meanings are the main ones, and the errors of the upper and lower meanings are the main ones. At the advanced stage, the errors of these types gradually decrease by .7) and the turning points are the high incidence types of the connection errors in the middle and advanced stages. And the omission is each subcategory connection error high incidence type. In addition. At the advanced stage, the connection errors are more likely to occur. Then it is analyzed that the causes of the Chinese discourse cohesion errors of the middle and advanced students from Central Asia are the improper learning strategies of the learners, the negative transfer of their mother tongue, and the parataxis of Chinese itself. The syllabus lacks the content of text teaching and the teaching material lacks the content of text teaching. Finally, some suggestions are put forward to improve the text competence of the students from Central Asia: learners should improve their learning strategies, make a better outline, and improve the compilation of textbooks.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

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