英美留学生汉语高级写作中过度欧化语法偏误问题研究

发布时间：2018-05-09 03:16

本文选题：过度欧化语法 + 偏误分析　；参考：《伊犁师范学院》2017年硕士论文

【摘要】：通过分析北京语言大学HSK动态作文语料库中英国和美国留学生在汉语高级阶段作文考试中的偏误例句,笔者发现英美留学生汉语高级写作中的语言过度欧化偏误问题尤为突出,而相关研究又较少。因此,本文对此问题进行研究。具体途径是运用对比分析法、偏误分析法和文献法并结合相关例句,分析英美留学生汉语高级写作中语言过度欧化的表现,探讨其产生的原因,旨在完善针对英美留学生的汉语教学。本文共分为五个部分:第一部分介绍了本文的研究背景和意义、国内外相关的研究、研究方法、创新之处和概念界定。第二部分对搜集到的语料进行了偏误描写与偏误分析。将其分成“字词层面过度欧化语法偏误”和“句子层面过度欧化语法偏误”两大类,其中“字词层面过度欧化语法偏误”包括:连词、介词、动词时态、代词、名词复数、“的”字的过度欧化语法偏误;“句子层面过度欧化语法偏误”包括:“是……的”句、判断句、过度欧化语序和“被”字句的过度欧化语法偏误。第三部分对过度欧化语法偏误的成因进行了分析。致使学习者产生过度欧化语法偏误的原因有:受母语负迁移影响、目的语规则泛化影响、在中英语言、国家文化和思维差异上的影响、学习者学习方法的影响、教师教学策略的影响、对外汉语教材的影响。第四部分对过度欧化语法偏误问题提出了若干应对策略和建议。其中包括:英美留学生应当采用对比学习法,同时建议学生多阅读有关中国传统文化的书籍以培养汉语语感和汉语思维;教师在教学当中应该善于采用发现法、例句法和对比教学法;在教材编写方面,笔者建议,增加汉语和英语相似语言点间的对比内容,细化语言点的使用条件和规则,合理地安排语言点在教材中的出现顺序。第五部分总结了全文内容。
[Abstract]:By analyzing the English and American students' errors in the Chinese Advanced stage composition examination in the HSK dynamic composition Corpus of Beijing language and language University, the author finds that the problem of excessive Europeanization of English and American students' Chinese advanced writing is particularly prominent. However, there are few related studies. Therefore, this article carries on the research to this question. The specific approach is to use comparative analysis, error analysis, literature analysis and related examples to analyze the expression of language over-Europeanization in English and American students' Chinese advanced writing, and to explore the causes of its occurrence. The purpose of this paper is to improve the teaching of Chinese for English and American students. This paper is divided into five parts: the first part introduces the research background and significance, domestic and foreign related research, research methods, innovation and concept definition. The second part of the collected corpus error description and error analysis. It is divided into two categories: "word level excessive Europeanization grammatical bias" and "sentence level excessive Europeanization grammatical bias", in which "word level excessive Europeanization grammatical bias" includes: conjunction, preposition, verb tense, pronoun, noun plural, Over-Europeanization grammatical bias of the word "Dou"; "Over-Europeanization grammatical bias at sentence level" includes: "Yes." Sentence, judgment sentence, Over-European word order and Over-Europeanization grammatical bias of "Bei" sentence. The third part analyzes the causes of excessive Europeanization grammatical errors. The causes of excessive Europeanized grammatical errors include negative transfer of mother tongue, generalization of target language rules, differences in Chinese and English languages, national culture and thinking, and learners' learning methods. The influence of teacher's teaching strategy and teaching material of TCFL. The fourth part puts forward some countermeasures and suggestions to the problem of excessive Europeanization grammatical errors. These include: British and American students should adopt a contrastive learning method, and students should read more books on Chinese traditional culture in order to cultivate a sense of Chinese language and Chinese thinking, and teachers should be good at using the method of discovery in teaching. The author suggests that the comparison between Chinese and English similar language points should be added, the usage conditions and rules of language points should be refined, and the order of occurrence of language points in textbooks should be reasonably arranged. The fifth part summarizes the content of the full text.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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