本文關(guān)鍵詞： 中亞留學(xué)生 成語(yǔ) 使用現(xiàn)狀 偏誤原因　出處：《新疆師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：作為蘊(yùn)含著豐富中國(guó)文化特色的熟語(yǔ)之一的成語(yǔ)，從結(jié)構(gòu)方式到文化內(nèi)涵都較為復(fù)雜，成為留學(xué)生學(xué)習(xí)和對(duì)外漢語(yǔ)教學(xué)的難點(diǎn)。來(lái)華學(xué)習(xí)漢語(yǔ)的外國(guó)留學(xué)生如果能夠正確而恰當(dāng)?shù)厥褂脻h語(yǔ)成語(yǔ)，就可以使他們的表達(dá)更加準(zhǔn)確。但是目前的研究主要集中于語(yǔ)義、語(yǔ)法、語(yǔ)用偏誤研究，詞典編纂以及教學(xué)方法的探討等方面，而缺乏對(duì)漢語(yǔ)作為第二語(yǔ)言成語(yǔ)教學(xué)的具體指導(dǎo)，更缺少對(duì)漢語(yǔ)成語(yǔ)學(xué)習(xí)規(guī)律的關(guān)注。 鑒于此，本文主要以第二語(yǔ)言習(xí)得理論、偏誤分析理論為指導(dǎo)，在梳理成語(yǔ)本體研究和二語(yǔ)習(xí)得研究成果的基礎(chǔ)上，借鑒前人的研究成果，從第二語(yǔ)言習(xí)得的角度出發(fā)，以來(lái)疆學(xué)習(xí)漢語(yǔ)的中亞留學(xué)生為研究對(duì)象，采用作文語(yǔ)料考查法、統(tǒng)計(jì)法、問(wèn)卷調(diào)查法等研究方法，對(duì)中、高級(jí)階段中亞留學(xué)生使用漢語(yǔ)成語(yǔ)的現(xiàn)狀進(jìn)行考察。通過(guò)收集、整理新疆師范大學(xué)國(guó)際文化交流學(xué)院2009-2011學(xué)年中亞中級(jí)水平中亞留學(xué)生作文365篇，以及針對(duì)中亞留學(xué)生的有效問(wèn)卷68份，總結(jié)出中亞留學(xué)生成語(yǔ)使用的一些特點(diǎn)。 研究發(fā)現(xiàn)：在使用成語(yǔ)的193句有效例句中，使用正確的84條，產(chǎn)生偏誤的109條；排除重復(fù)使用的成語(yǔ)，一共使用到了142個(gè)成語(yǔ)，留學(xué)生在書(shū)寫(xiě)、語(yǔ)義、句法、語(yǔ)用等方面常會(huì)出現(xiàn)使用錯(cuò)誤，其中對(duì)成語(yǔ)語(yǔ)義理解不準(zhǔn)確導(dǎo)致的偏誤最多。 在問(wèn)卷調(diào)查部分，本文采用計(jì)量分析方法，筆者從釋義的角度分析影響不同類型成語(yǔ)理解的因素、不同漢語(yǔ)水平留學(xué)生對(duì)幾種主要成語(yǔ)使用偏誤的敏感度情況以及運(yùn)用成語(yǔ)的能力等。從結(jié)果來(lái)看，有無(wú)語(yǔ)境會(huì)影響留學(xué)生對(duì)成語(yǔ)意義的理解；中亞留學(xué)生對(duì)適用對(duì)象偏誤和近義成語(yǔ)的敏感度最低，對(duì)中亞留學(xué)生是最難的；在成語(yǔ)句法結(jié)構(gòu)上，留學(xué)生對(duì)“缺少助詞”這類敏感度較高，更正能力也最好。最后筆者結(jié)合自然語(yǔ)料中使用正確的成語(yǔ)和測(cè)試卷中掌握較好的成語(yǔ)一同進(jìn)行屬性分析，總結(jié)出中亞留學(xué)生掌握較好的成語(yǔ)的類別及影響因素。 本文在此基礎(chǔ)上，探討了偏誤的成因，認(rèn)為成語(yǔ)本身的復(fù)雜性、目的語(yǔ)知識(shí)負(fù)遷移、教材編寫(xiě)的不足、教學(xué)環(huán)節(jié)失誤、學(xué)習(xí)策略偏差、與目的語(yǔ)人群接觸頻度低等都有可能導(dǎo)致留學(xué)生產(chǎn)生偏誤。 針對(duì)產(chǎn)生偏誤的原因，，對(duì)對(duì)外漢語(yǔ)成語(yǔ)教學(xué)提出了6條建議：進(jìn)一步確定成語(yǔ)教學(xué)在對(duì)外漢語(yǔ)教學(xué)中的地位、改進(jìn)教材、改進(jìn)教法、糾正學(xué)習(xí)策略，培養(yǎng)學(xué)習(xí)成語(yǔ)興趣、注意成語(yǔ)的交際性、拓寬學(xué)習(xí)途徑，適合留學(xué)生使用的工具書(shū)的編寫(xiě)等。
[Abstract]:As one of the idioms with rich Chinese cultural characteristics, idioms are complex in structure and cultural connotation. It has become a difficult point for foreign students to study and teach Chinese as a foreign language. If foreign students who come to China to study Chinese can use Chinese idioms correctly and appropriately, they can make their expressions more accurate. However, the current research mainly focuses on semantics. The study of grammar, pragmatic bias, dictionary compilation and teaching methods are lack of specific guidance to the teaching of Chinese idioms as a second language, and lack of attention to the learning rules of Chinese idioms. In view of this, this thesis is guided by the theory of second language acquisition and the theory of error analysis. On the basis of combing the research results of idiom ontology and second language acquisition, and drawing on the previous research results, this paper sets out from the perspective of second language acquisition. The present situation of the use of Chinese idioms by middle and advanced stage students in Central Asia is investigated by means of composition corpus examination, statistics, questionnaire survey and so on. In this paper, 365 essays of Central Asian students at the intermediate level in the 2009-2011 academic year of Xinjiang normal University and 68 valid questionnaires for the students of Central Asia are collected, and some characteristics of idioms used by students from Central Asia are summarized. The study found that in the 193 valid example sentences using idioms, the correct 84 sentences were used, and the errors were 109; excluding the repeated use of idioms, a total of 142 idioms were used, and the foreign students used 142 idioms in writing, semantics, syntax, etc. Pragmatic errors often occur, among which inaccurate understanding of idiom semantics leads to the most errors. In the part of questionnaire survey, the author analyzes the factors that affect the understanding of different types of idioms from the perspective of interpretation by means of econometric analysis. The sensitivity and ability of foreign students with different levels of Chinese to use some major idioms and their ability to use idioms. The students of Central Asia have the lowest sensitivity to applicable object bias and synonymous idioms, which are the most difficult for them to study in Central Asia. In the syntactic structure of idioms, the foreign students are highly sensitive to "lack of auxiliary words". Finally, the author combines the correct idioms in the natural corpus with the better idioms in the test paper to analyze the attributes together, and sums up the categories and influencing factors of the students in Central Asia who master the better idioms. On the basis of this, this paper discusses the causes of errors, and points out that idioms themselves are complex, negative transfer of target language knowledge, insufficient compilation of textbooks, errors in teaching links, and deviation in learning strategies. The low frequency of contact with the target language may lead to errors. In view of the causes of errors, this paper puts forward six suggestions for teaching Chinese idioms as a foreign language: to further determine the position of idiom teaching in teaching Chinese as a foreign language, to improve teaching materials, to improve teaching methods, to correct learning strategies, and to cultivate interest in learning idioms. Pay attention to the communicative nature of idioms, widen the way of study and compile reference books suitable for foreign students.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 瑪婭;俄羅斯中級(jí)階段漢語(yǔ)學(xué)習(xí)者的成語(yǔ)學(xué)習(xí)情況調(diào)查分析[D];山東師范大學(xué);2013年

2 陳曉杰;含數(shù)字成語(yǔ)的語(yǔ)法、語(yǔ)用分析及在對(duì)外漢語(yǔ)教學(xué)中的策略[D];廣西師范大學(xué);2013年

本文編號(hào)：1546340