泰国留学生汉语标点符号习得实验研究

发布时间：2018-05-31 22:47

本文选题：泰国留学生 + 汉语标点符号　；参考：《天津师范大学》2017年硕士论文

【摘要】：标点符号是书面语言的重要组成部分之一,是书面表达中不可缺少的辅助工具。汉语标点符号是泰国留学生学习汉语时遇到的主要问题之一。关于标点符号的教学研究在中国的汉语教育中虽然得到了一定的关注,却在对外汉语教学领域没有得到相应的重视,从而导致外国留学生在学习汉语的过程中会产生各类偏误。特别是在学习汉语写作的过程中,他们对汉语标点符号的分类以及各类标点符号的规范用法的了解不是非常全面,加上教师在教学过程中对标点符号这部分的忽视,以及教材对这一方面的知识介绍的缺乏,使他们在汉语写作中产生了不少汉语标点符号方面的偏误。本文以天津师范大学初级汉语水平的泰国留学生、高级汉语水平的泰国留学生为研究对象,以英语为母语的肯尼亚留学生和汉语母语者为对照组,进行关于标点符号在对外汉语教学中运用的调查问卷的句读测试,概括他们使用汉语标点符号时产生的偏误类型,采用统计学法统计其正确率、偏误率,分析这些偏误产生的原因。本文通过调查发现:初和高级汉语水平的泰国留学生在使用汉语标点符号时都存在着偏误。初级汉语留学生使用汉语标点符号种类相对单一,逗号、句号的偏误率较高,主要错误是多标。高级汉语水平的泰国留学生使用汉语标点符号种类较多,逗号和引号的偏误率较高,主要错误是错标。汉语水平越高,汉语标点符号的偏误率越小;标点符号偏误情况、偏误类型与调查者的国别、母语也有一定的关系。在三个国家的比照中,肯尼亚留学生使用汉语标点符号的情况最差,其次是泰国留学生,最好的是中国大学生。并且三个国家的差异性极显著。这说明,肯尼亚留学生并没有受到英语有标点符号的影响而比泰国好,这也说明书面语中没有标点符号的国家更容易学好汉语标点符号,有标点的母语负迁移比较严重。中国学生母语就是汉语,水平自然比较高,错误率自然比较低。此外,教材中对汉语标点符号的注解和教师对汉语标点符号的讲解都会影响到留学生学习和使用汉语标点符号。最后,根据研究结果,结合标点符号在汉语教学中的实际情况,本文提出了汉语标点符号在对外汉语教学中的基本策略。比如:教师要因材施教,教材与讲义要详略得当,教学方法要合理运用等。希望本文对泰国留学生更好地使用汉语标点符号能有所帮助。
[Abstract]:Punctuation is one of the important components of written language and an indispensable auxiliary tool in written expression. Chinese punctuation marks are one of the main problems encountered by Thailand students when they study Chinese. The teaching research on punctuation marks in Chinese Chinese education in China, although it has got some attention, but in the teaching of Chinese as a foreign language. In the process of learning Chinese, they are not very fully aware of the classification of Chinese punctuation marks and the standard usage of punctuation marks in the process of learning Chinese, and the teachers' punctuation in the course of teaching. This part of the neglect, as well as the lack of knowledge introduction to this aspect of the teaching material, has made a lot of errors in Chinese punctuation in Chinese writing. This article is based on the Thailand students of the junior Chinese at the Tianjin Normal University and the Thailand students of the advanced Chinese level as the research object, and the English study of the native Kenya. As the control group, the students and Chinese native speakers are used as the control group to carry out the sentence reading test of the questionnaire used in the teaching of Chinese as a foreign language, summarize the types of errors produced when they use Chinese punctuation symbols, and use statistics to statistics their correct rate, error rate, and analyze the causes of these errors. Chinese students in Thailand have errors when using Chinese punctuation marks. Primary Chinese students use Chinese punctuation as relatively single, comma, and sentence errors are high, and the main errors are multi standard. High level Chinese students with Chinese students use more Chinese mark types, comma and quotes error rates. Higher, the main error is the wrong mark. The higher the Chinese level, the lower the Chinese punctuation error rate, the punctuation error, the error type and the country of the investigators, the mother tongue also has a certain relationship. In the three countries, the Kenya students use Chinese punctuation marks the worst, followed by the Thailand students, the best is the middle The difference between the three countries is very significant. This shows that the students in Kenya are not affected by the punctuation marks in English and are better than those in Thailand. It is also easier to learn Chinese punctuation marks in a country without punctuation in the specification language, and the negative transfer of the native language is serious. In addition, the annotation of Chinese punctuation marks and the explanation of the Chinese punctuation marks in the teaching materials will affect the students to learn and use Chinese punctuation marks. Finally, according to the results of the study, the Chinese punctuation characters are put forward in combination with the actual situation of punctuation in Chinese teaching. The basic strategies in teaching Chinese as a foreign language, such as teachers should be taught in accordance with their aptitude, the teaching materials and lectures should be detailed and appropriate, and the teaching methods should be properly used. It is hoped that this article will help the students of Thailand to better use Chinese punctuation symbols.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

【参考文献】