初级阶段蒙古国留学生汉语叹词使用偏误研究

发布时间：2018-04-10 13:18

本文选题：初级阶段 + 蒙古国留学生　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：本文以初级阶段蒙古国留学生为研究对象,采用问卷调查法和访谈法了解研究对象在汉语交际中叹词的使用情况,对其中出现的偏误进行分类,分析造成偏误的原因,并根据偏误原因和教学实践经验提出比较有针对性的教学改进策略,以期为蒙古国留学生汉语叹词的学习和使用提供服务性指导。本文由引言、正文和余论三个部分组成。引言部分首先介绍本课题的学术价值与现实意义,之后介绍叹词本体和我国对外汉语教学研究中叹词教学的研究现状。国内关于对外汉语叹词教学的研究兴起较晚,研究成果总体数量少,无论研究的广泛性还是针对性都有待发展,其中针对蒙古国留学生汉语叹词教学或使用偏误的研究几乎是空白的,专门以某一阶段的蒙古国留学生为研究对象展开的汉语叹词使用调查更是无处可寻,因此本课题的研究是十分必要的。引言部分在最后介绍了本课题的研究方法,说明了具体研究的策略和步骤。正文分为三个部分。第一部分是针对初级阶段蒙古国留学生汉语叹词使用情况的调查,以问卷调查为主,配合对个别学生的访谈,其中问卷中考查的叹词来自教学大纲要求掌握的叹词、日常交际中常用的叹词和目前使用比较广泛的对外汉语教材,即《发展汉语》初级口语和初级综合中出现的叹词。通过对问卷调查和访谈结果的统计,特别是对学生使用叹词时出现的错误进行整理,在学生错误中整理出具有普遍性、规律性的偏误,并进行分别归类,以便下一步分析造成偏误的原因。第二部分根据第一部分的调查结果和分类,从四个方面分析了形成偏误的原因,包括蒙古语叹词含义和出现语境相对固定;教材编排中叹词存在总量不足出现次数相差悬殊、总结不够等问题;叹词教学方法碎片化且忽视考查以及蒙古国留学生的畏难心理;采用体势语和回避策略。第三部分结合以上两部分的研究成果和教学实践经验对初级阶段蒙古国留学生汉语叹词教学提出改进策略,包括从课文出发,让学生充分了解每个叹词的丰富内涵和使用范围;明确教学目标,引导学生掌握重点叹词并及时总结;活跃课堂气氛,制造师生互动机会,加强叹词操练和考查;运用灵活的教学方法,尝试“表情动作教学法”四个方面。余论部分对全文进行了总结,重申了初级阶段蒙古国留学生对汉语叹词的使用需求和目前的叹词教学程度之间存在的矛盾,因此迫切需要重视叹词教学,指出叹词教学下一步的发展方向以及叹词教学具体教学法的发展趋势,包括网络用语对叹词词义的影响、测定某阶段学生掌握叹词的总量、寻找和研究适合学生在课外学习叹词的阅读材料以及从听力教学和HSK考试的角度入手进行教学研究等。
[Abstract]:This paper takes the Mongolian students in the primary stage as the research object, uses the questionnaire and interview method to understand the use of interjections in Chinese communication, classifies the errors, and analyzes the causes of the errors.According to the reasons of errors and teaching experience, this paper puts forward some teaching improvement strategies in order to provide the guidance for Mongolian students to learn and use Chinese interjections.This paper consists of three parts: introduction, text and conclusion.The introduction first introduces the academic value and practical significance of this topic, then introduces the interjection Noumenon and the present situation of interjection teaching in Chinese teaching as a foreign language.The research on the teaching of interjections in Chinese as a foreign language (TCFL) in China is relatively late, and the total number of the research results is small. The research needs to be developed in terms of its extensiveness and pertinence.The research on Chinese interjections teaching or using errors for Mongolian students is almost blank, and the investigation on the use of Chinese interjections is nowhere to be found, especially for Mongolian students at a certain stage.Therefore, the study of this topic is very necessary.At the end of the introduction, the research methods of this topic are introduced, and the strategies and steps of the research are explained.The text is divided into three parts.The first part is a survey on the use of Chinese interjections by Mongolian students in the primary stage, mainly with questionnaires and interviews with individual students. The interjections in the questionnaires come from the interjections required by the syllabus.The interjections commonly used in daily communication and the widely used textbooks of Chinese as a foreign language at present, namely, the interjections in the primary spoken language and the primary synthesis of "developing Chinese".Through the statistics of the questionnaire and interview results, especially the errors in the use of interjections, the errors with universality and regularity are sorted out among the students' mistakes, and classified separately.In order to further analysis of the causes of errors.The second part, according to the investigation results and classification of the first part, analyzes the causes of the errors from four aspects, including the Mongolian interjection meaning and appearance context is relatively fixed;Conclusion is not enough; the teaching method of interjections is fragmented and neglects the examination and the Mongolian students' psychology of fear of difficulty; adopt body language and avoidance strategy.The third part combines the above two parts of the research results and teaching experience to the primary stage of Mongolian students Chinese interjections teaching improvement strategies, including from the text, let students fully understand the rich connotation of each interjection and the scope of use;Make clear the teaching goal, guide the students to master the key interjections and summarize them in time; enliven the classroom atmosphere, create the interactive opportunity between teachers and students, strengthen the interjection practice and examination; use the flexible teaching method, try the "expression action teaching method" four aspects.In the last part, the author summarizes the whole text, and reiterates the contradiction between the demand for the use of Chinese interjections and the current teaching level of Chinese interjections, so it is urgent to pay attention to the interjection teaching.The author points out the next development direction of interjection teaching and the developing trend of the concrete teaching method of interjection teaching, including the influence of network language on the meaning of interjections, and measures the total amount of interjections mastered by students at a certain stage.This paper looks for and studies the reading materials suitable for students to learn interjections after class, and carries on teaching research from the angle of listening teaching and HSK examination.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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