基于语篇衔接理论的泰国学生汉语作文偏误分析及教学设计

发布时间：2018-06-22 02:34

本文选题：语篇衔接 + 泰国学生　；参考：《广西大学》2017年硕士论文

【摘要】：近年来,对外汉语教学与研究取得了较大进展。对外汉语教学做为一门综合的课程,其中作文教学是对外汉语教学中的重点,然而作文教学,特别是语篇教学一直是教学中的薄弱环节,学生普遍缺乏“语篇意识”。笔者在赴泰教学实习过程中收集了来自泰国川登喜皇家大学、碧武里皇家大学、佛统府网銮公立建华学校、佛丕府光中公学的200篇学生作文(学生汉语水平为初级)为语料,以衔接理论为指导,对泰国学生汉语作文中出现的衔接偏误进行分析,并提出解决对策,在此基础上,对泰国学生汉语作文教学提出教学设计,以期望提高泰国学生的写作能力。本文共六章:第一章是绪论,主要阐述本文的选题缘由、综述研究文献、表明研究思路与方法、指出研究意义与价值。第二章是对“语篇”、“语篇衔接理论”、“语篇衔接手段”三个概念进行界定,并将语篇衔接手段归纳为:指称、省略、替代、逻辑连接、重复、搭配、上下义/局部—整体关系七类。第三章是从衔接手段:指称、省略、替代、逻辑连接、词汇衔接五类来分析学生汉语作文中出现的偏误现象。第四章是分析归纳泰国学生汉语作文偏误成因,主要包括:母语负迁移、目的语知识负迁移、教师等。第五章是提出其偏误解决对策,并对泰国学生汉语作文教学提出教学设计。第六章是总结笔者的主要观点,指出本文研究的局限之处。
[Abstract]:In recent years, the teaching and research of Chinese as a foreign language has made great progress. Teaching Chinese as a foreign language is a comprehensive course, in which the teaching of composition is the focus of teaching Chinese as a foreign language. However, composition teaching, especially in discourse teaching, has always been a weak link in teaching, and students generally lack the "sense of discourse". In the course, 200 students' compositions from the Royal University of Kawa Toki, Royal University of Biwu Li, the Royal University of Biwu Li, the public schools of the Fu Tong Fu, the public school of the Luan, and the public school of the Buddha PI Fu (the student's Chinese level as the primary) were collected, and the Cohesion Errors in the Chinese composition of the students in Thailand were analyzed and the solutions were put forward, with the guidance of the cohesion theory. On this basis, the teaching design of Thailand students' Chinese composition teaching is put forward in order to improve the writing ability of the students in Thailand. This article is a total of six chapters: the first chapter is the introduction, which mainly expounds the origin of the topic, the literature review, the research ideas and methods, the significance and value of the research. The second chapter is "Discourse", "discourse cohesion". "Theory", "discourse cohesion means" three concepts, and the cohesive devices of discourse are summed up into seven categories: designation, ellipsis, substitution, logical connection, repetition, collocation, upper and lower sense / local overall relations. The third chapter is to analyze the appearance of students in Chinese composition from the means of cohesion: reference, ellipsis, substitution, logical connection, and lexical cohesion. The fourth chapter is to analyze and summarize the causes of errors in Chinese students' Chinese composition in Thailand, including the negative transfer of mother tongue, the negative transfer of the target language, the teacher and so on. The fifth chapter is to put forward its countermeasures and put forward the teaching design for the teaching of Chinese composition in Thailand. The sixth chapter is to sum up the author's main point of view and point out the Bureau of this study. The limit is limited.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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