维吾尔族学生汉语学习偏误分析及对策研究

发布时间：2018-02-20 07:46

本文关键词： 维吾尔族学生汉语学习偏误分析对策研究　出处：《伊犁师范学院》2016年硕士论文　论文类型：学位论文

【摘要】：随着科技信息全球一体化进程的加快,新疆少数民族的生活水平、经济发展有了一定的局限性。因此,进一步提高和发展少数民族汉语教学任重而道远。偏误分析理论建立在对比分析理论基础上对第二语言的教育教学有着重要的意义。本文以汉语预科维吾尔族学生汉语学习为例,通过问卷调查、录音、访谈、对话、听写等实证研究方法收集偏误语料,并从汉语语音发音、拼音声调标注、词义理解、句法及衔接等汉语本体层面着手,以对比分析理论、语言迁移理论和中介语理论为理论基础进行偏误分析。分析结果显示,造成维吾尔族学生汉语学习偏误的因素有维吾尔族学生母语负迁移的影响、维吾尔族学生学习策略的影响、教师教学方法、语言文化和社会文化的影响等。笔者从语际迁移、语内迁移、学习语境和策略的干扰、教学因素、社会文化因素和环境因素阐述维吾尔族学生汉语学习的难点和产生偏误的缘由。通过对维吾尔族学生汉语学习偏误分析,结合学生自身特点和当地语言环境特点及其文化因素,探索少数民族学生汉语学习规律,并提出适合少数民族学生汉语学习的策略与建议,为双语教学和对外汉语教学提供借鉴与参考。本文主要分为五大部分:第一部分主要介绍了选题依据、研究现状、研究目的、研究意义和研究设计。第二部分则是本文的理论基础,主要以偏误分析理论、中介语理论和语用迁移理论为研究基础。第三部分、第四部分和第五部分为本文的重点。第三部分主要从维吾尔族学生汉语学习的偏误类型和汉语语音、词汇、句法、衔接的添加、遗漏、替代、错序等方面进行统计分析。第四部分主要从语际迁移、语内迁移、学习语境和学习策略的干扰、教学原因、社会文化因素和环境因素等方面进行了原因分析。第五部分从教师教学启示与对策和学生学习启示与对策两方面进行阐述。第六部分为结束语,该部分高度概括了本论文采用的研究方法、理论、分析过程及结论。
[Abstract]:With the acceleration of the process of global integration of science and technology information, the living standards and economic development of ethnic minorities in Xinjiang have certain limitations. The theory of error analysis is of great significance to the teaching of second language on the basis of contrastive analysis. For example, learning Chinese, Through questionnaire survey, recording, interview, dialogue, dictation and other empirical research methods to collect error data, and from the Chinese phonetic pronunciation, phonetic tone tagging, word meaning understanding, syntax and cohesion and other aspects of the Chinese ontology, with comparative analysis theory. Language transfer theory and interlanguage theory are the theoretical basis of error analysis. The results show that Uygur students' negative transfer of mother tongue is the cause of Uygur students' Chinese learning bias. The influence of Uygur students' learning strategies, teachers' teaching methods, language culture and social culture. Social and cultural factors and environmental factors explain the difficulties and causes of Uygur students' Chinese learning. Through the analysis of Uygur students' Chinese learning errors, combining with the students' own characteristics and the local language environment characteristics and their cultural factors, this paper analyzes the Chinese learning errors of Uygur students. This paper explores the Chinese learning rules of minority students, and puts forward some strategies and suggestions suitable for minority students to learn Chinese. This paper is divided into five parts: the first part mainly introduces the basis of the topic, the status quo of the research, the purpose of the research. The second part is the theoretical basis of this paper, mainly based on error analysis theory, interlanguage theory and pragmatic transfer theory. Part 4th and part 5th are the main points of this paper. The third part is mainly about the types of errors and the addition, omission, substitution of Chinese pronunciation, vocabulary, syntax, cohesion from Uygur students. The 4th part mainly focuses on interlingual transfer, intralingual transfer, interference of learning context and learning strategies, and teaching reasons. The author analyzes the causes of social and cultural factors and environmental factors. Part 5th elaborates on teachers' teaching enlightenment and countermeasures and students' learning inspiration and countermeasures. Part 6th is the conclusion. This part summarizes the research method, theory, analysis process and conclusion of this paper.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H193

【相似文献】