韩国中高级汉语学习者语篇词汇衔接手段考察分析

发布时间：2018-05-07 07:00

本文选题：篇章 + 对外汉语教学　；参考：《广西师范大学》2016年硕士论文

【摘要】：语篇的词汇衔接手段是语篇衔接手段中最直接的衔接手段,但是在对外汉语教学中,当学生的汉语水平达到中高级以后,他们所创造的单句基本没有语法或词汇上的问题。但是当一个一个的句子连成篇章的时候,整个语篇变成了一个前后衔接不紧密、不连贯,让说话双方“困惑①”的整体。这就是组句成章时出现了问题,衔接手段中最直接的衔接方式就是词汇衔接手段,所以本文拟对韩国中高级汉语学习者语篇的词汇衔接手段的使用进行详细的考察。对不同的衔接方式进行细致分类,分析其偏误类型并总结归纳使用特点,最终找出偏误原因。本文分为四个部分：第一部分：前言部分主要是描述了课题的来源和缘由、研究价值、研究方法、研究对象以及相关的研究综述。第二部分：是第二章到第四章是文章的主体部分,第二章是对韩国中高级汉语学习者的语料进行分类、归纳,并对词汇衔接手段进行了更细致的分类；第三章是对语料中的偏误进行分类,分为多余、误代、漏用。第四章是对韩国中高级汉语学习者词汇衔接手段的使用特点进行归类总结。第三部分：从母语的负迁移、目的语规则的泛化、学习者的学习态度以及教师的讲授和训练的缺失四个方面对偏误形成的原因进行分析。第四部分：从词汇和语篇方面对韩国中高级汉语学习者的词汇衔接手段的学习提出了教学建议。本文通过对韩国学习者词汇衔接手段偏误的分析得出以下结论：1.中高级阶段学习者对词汇衔接已经有了较强的意识,在词汇衔接手段的使用中涉及到几乎所有的衔接方式,但是使用方式过于单一。2.从词汇衔接手段的使用情况来看,原词复现和相似性的使用频率最高同时也是偏误率最高的衔接手段。3.从偏误类型来看,误代的偏误率较高,并且在词汇复现中相似性衔接错误有很多也是误代,在原词重复中经常用原词重复误代代词照应导致文章多余Up嗦。4.衔接手段的使用中,词汇同现的使用频率较低,偏误也比较集中,主要是对同时出现的词项的概念以及使用情况不明确而选择错误的同现词汇。5.衔接手段的使用中,原词复现类型中上下义词使用时更倾向于使用上义词去表达。
[Abstract]:Lexical cohesive devices are the most direct cohesive devices in discourse cohesive devices, but in teaching Chinese as a foreign language, when the students' Chinese proficiency reaches the middle and advanced level, the single sentence they create basically has no grammatical or lexical problems. However, when a sentence is connected into a text, the whole text becomes a disjointed and discoherent whole, which makes the speaker "confused". This is the problem in the formation of sentences. The most direct cohesive means in cohesive devices is lexical cohesion. Therefore, this paper intends to make a detailed study of the use of lexical cohesive devices in Korean middle and advanced Chinese learners' discourse. This paper classifies the different ways of cohesion carefully, analyzes the types of errors and summarizes the characteristics of usage, and finally finds out the causes of errors. This paper is divided into four parts: the first part: the preface mainly describes the origin and reason, the research value, the research method, the research object and the related research summary. The second part is the main part of the article from the second chapter to the fourth chapter. The second chapter classifies and induces the corpus of Korean middle and advanced Chinese learners and makes a more detailed classification of lexical cohesion. The third chapter is the classification of errors in the corpus, divided into superfluous, false generation, omission. The fourth chapter classifies and summarizes the characteristics of vocabulary cohesive devices used by Korean middle-and advanced Chinese learners. The third part analyzes the causes of the errors from four aspects: the negative transfer of mother tongue, the generalization of target language rules, the learners' learning attitude and the lack of teachers' teaching and training. In the fourth part, the author puts forward some teaching suggestions on vocabulary cohesive devices of Korean middle and advanced Chinese learners from the aspects of vocabulary and discourse. Based on the analysis of lexical cohesion errors of Korean learners, this paper draws the following conclusion: 1. Middle and advanced stage learners have a strong awareness of lexical cohesion, which involves almost all cohesive devices in the use of lexical cohesion devices, but the use of the method is too simple. 2. According to the usage of lexical cohesive devices, the repetition and similarity of original words are the most frequently used cohesive devices with the highest error rate. In terms of the types of errors, the error rate of the error-pronoun is high, and there are many similar cohesion errors in the lexical repetition, which often lead to the superfluous use of the original word-repetition pronoun to refer to the superfluous Up-word. 4 in the original word repetition. In the use of cohesive devices, the use frequency of lexical cooccurrence is low, and the errors are also concentrated. In the use of cohesive devices, the upper and lower meanings of the original word repetition type are more likely to be expressed by the upper meaning word.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

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