中级阶段中亚学生汉语结果补语偏误分析

发布时间：2018-06-24 08:35

本文选题：中亚学生 + 中级阶段　；参考：《新疆师范大学》2017年硕士论文

【摘要】：本论文以新疆师范大学和吉尔吉斯斯坦奥什国立大学孔子学院中级阶段中亚学生为研究对象,研究中亚学生汉语结果补语使用偏误情况。共收集中级阶段中亚学生语料1202页,收集有效测试卷71份。以普遍语法、中介语理论、偏误分析理论、对比分析理论为理论基础。分析整理语料,在语料中共收集含有结果补语句706句,偏误句215句。经过分析总结,在这215句偏误句中,结果补语偏误类型可以分为本体认识偏误、句型的偏误、否定形式偏误三大类。本论文,运用数据分析方法对整理的215句偏误句进行研究分析,得出句型类偏误所占比重最多,占66.507%。细化之遗漏类所占比重最大,为33.022%;误代类偏误次之,为14.418%;误加类偏误为第三,为12.557%;错序类偏误所占比例最小,为6.51%。其他类偏误,如对本体认识不足偏误和否定形式偏误,所占比重为33.49%。经过数据分析后,对典型的偏误句进行理论分析,得出产生偏误的原因,有迁移、学习策略等内部原因等。教学环境、师资队伍,语言环境等外部原因。通过原因分析,本论文以结果补语学习过程,从学生接触—理解—巩固—练习四个阶段,教师教学和教材,总结了中级阶段中亚学生在学习汉语结果补语时,螺旋式的授课与学习方式,有利于结果补语的学习。此外,对结果补语否定形式的教学应给予重视。
[Abstract]:In this paper, the students in the intermediate stage of Confucius Institute of Xinjiang normal University and Osh State University of Kyrgyzstan are taken as the research objects to study the errors in the use of Chinese resultant complement among the students in Central Asia. A total of 1202 pages of language materials were collected from intermediate stage students of Central Asia, and 71 copies of valid test volumes were collected. It is based on universal grammar, interlanguage theory, error analysis theory and contrastive analysis theory. Analyze and sort out the data, collect 706 sentences with result complement and 215 sentences with errors in the corpus. Through the analysis and conclusion, in the 215 sentence error sentence, the result complement error type can be divided into three categories: the ontology understanding error, the sentence pattern error, the negative form error. In this paper, we use the data analysis method to analyze 215 sentence errors, and find that the proportion of sentence type errors is the most, which accounts for 66.507. The proportion of the missing classes was the largest, 33.022, 14.41818, the third, 12.557and the error was 6.51, the second was the error of the subclass. The second was the error of the wrong class, and the third was the error of the wrong category, which was 12.5577.The proportion of the errors of the wrong order type was the smallest, 6.51%. Other kinds of errors, such as insufficient understanding of ontology and negative form errors, account for 33.49% of errors. After the data analysis, the typical error sentences are analyzed theoretically, and the causes of errors, such as transfer, learning strategies and so on, are obtained. Teaching environment, teaching staff, language environment and other external reasons. Based on the analysis of the reasons, this paper summarizes the students' learning of Chinese resultant complement in the intermediate stage from the four stages of students' contact, comprehension, consolidation and practice, teachers' teaching and teaching materials, according to the learning process of the resultant complement. The spiral teaching and learning method is beneficial to the learning of resultant complement. In addition, the teaching of negative forms of resultant complement should be paid more attention.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

【参考文献】