發(fā)布時(shí)間：2018-03-20 18:33

  本文選題：篇章　切入點(diǎn)：銜接　出處：《東北師范大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 本文從對(duì)外漢語(yǔ)具體教學(xué)入手,運(yùn)用篇章銜接—連貫理論,從理論和實(shí)踐兩個(gè)層面對(duì)韓國(guó)留學(xué)生在作文中出現(xiàn)的偏誤進(jìn)行歸類、分析,不僅歸納了韓國(guó)學(xué)生表層篇章銜接的偏誤,更探究了深層語(yǔ)義連貫常犯的錯(cuò)誤,以期在篇章連貫理論與具體教學(xué)的結(jié)合上有所突破,為篇章銜接理論提供實(shí)證研究,為對(duì)外漢語(yǔ)篇章教學(xué)提供具體的教學(xué)指導(dǎo)。文章共分為三個(gè)部分: 第一部分,韓國(guó)留學(xué)生句群偏誤類例及分析。本文對(duì)來(lái)自韓國(guó)學(xué)生的200余篇作文作了系統(tǒng)分析,歸納整理出韓國(guó)學(xué)生在漢語(yǔ)作文中存在的連接成分的偏誤、指稱的偏誤、語(yǔ)義接應(yīng)的偏誤等三種類型,共20余種常犯偏誤。其中,在語(yǔ)義接應(yīng)偏誤分析部分,首次對(duì)韓國(guó)學(xué)生常犯的語(yǔ)義接應(yīng)的小句意合位序不當(dāng)、語(yǔ)義內(nèi)容表達(dá)不完整、語(yǔ)義內(nèi)容聯(lián)系不夠密切、小句間概念不對(duì)等、多重句群邏輯關(guān)系混亂等偏誤進(jìn)行了系統(tǒng)分析。 第二部分,韓國(guó)留學(xué)生句群偏誤特點(diǎn)及原因。在深入分析韓國(guó)學(xué)生句群偏誤特點(diǎn)的基礎(chǔ)上,提出出現(xiàn)語(yǔ)篇銜接偏誤的主要原因是語(yǔ)際負(fù)遷移、語(yǔ)內(nèi)負(fù)遷移和句群語(yǔ)義因素的干擾。 第三部分,對(duì)外漢語(yǔ)寫作的教學(xué)啟示。針對(duì)韓國(guó)留學(xué)生在漢語(yǔ)篇章中存在的突出問(wèn)題,結(jié)合問(wèn)題產(chǎn)生的原因,從篇章教學(xué)方法上的改進(jìn)、培養(yǎng)漢語(yǔ)語(yǔ)感和漢語(yǔ)思維、以句群為切入點(diǎn)訓(xùn)練的原則等三個(gè)方面入手,對(duì)加強(qiáng)和改進(jìn)韓國(guó)留學(xué)生的漢語(yǔ)教學(xué)提出了具體詳細(xì)的教學(xué)建議,為提高對(duì)韓國(guó)學(xué)生的漢語(yǔ)教學(xué)質(zhì)量提出了中肯的意見(jiàn)和建議。
[Abstract]:This paper begins with the teaching of Chinese as a foreign language, applies the theory of textual cohesion and coherence, classifies and analyzes the errors in the composition of Korean students from the two aspects of theory and practice. This paper not only sums up the errors in the surface cohesion of Korean students, but also probes into the mistakes frequently made in deep semantic coherence, in order to make a breakthrough in the combination of text coherence theory and specific teaching, and to provide an empirical study for the text cohesion theory. The article is divided into three parts:. In the first part, the author makes a systematic analysis of more than 200 compositions of Korean students, and concludes the errors of connecting elements and referential errors of Korean students in their Chinese compositions. There are more than 20 kinds of frequent errors in the three types of semantic errors, among which, in the part of semantic response bias analysis, the parataxis of the clause frequently committed by Korean students is not properly ordered for the first time, and the semantic content is not completely expressed. The semantic content is not close enough, the concepts between clauses are not equal, and the logic relations of multiple sentence groups are confused. In the second part, on the basis of analyzing the characteristics of Korean students' sentence group errors, the author points out that the main cause of discourse cohesion errors is negative transfer between languages. The negative transfer within language and the interference of semantic factors in sentence groups. The third part, the teaching enlightenment of writing as a foreign language. Aiming at the outstanding problems of Korean students in Chinese text, combining the causes of the problems, from the improvement of text teaching methods, to cultivate the sense of Chinese language and Chinese thinking. Starting with the principle of sentence group training, this paper puts forward concrete and detailed teaching suggestions for strengthening and improving the Chinese teaching of Korean students, and puts forward some pertinent opinions and suggestions for improving the quality of Korean students' Chinese teaching.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 殷維真;;漢語(yǔ)語(yǔ)篇銜接習(xí)得研究綜述[J];文教資料;2012年03期

相關(guān)碩士學(xué)位論文 前7條

1 何曉燕;留學(xué)生漢語(yǔ)口頭輸出與書面輸出學(xué)習(xí)策略比較研究[D];南京師范大學(xué);2011年

2 劉麗麗;丹麥留學(xué)生語(yǔ)篇銜接偏誤研究[D];浙江大學(xué);2012年

3 王媛媛;泰國(guó)學(xué)生寫作中漢語(yǔ)連接成分使用偏誤探析[D];吉林大學(xué);2012年

4 劉周全;越南留學(xué)生“有”字句習(xí)得偏誤分析[D];廣西師范學(xué)院;2012年

5 康燁;韓國(guó)學(xué)生漢語(yǔ)書信寫作案例分析[D];湖南師范大學(xué);2012年

6 王凌艷;日韓學(xué)生中級(jí)口語(yǔ)語(yǔ)篇偏誤分析[D];復(fù)旦大學(xué);2012年

7 殷維真;中高級(jí)階段韓國(guó)留學(xué)生口語(yǔ)語(yǔ)篇銜接研究[D];南京師范大學(xué);2012年

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本文編號(hào)：1640302