本文選題：指稱偏誤　切入點(diǎn)：代詞指稱偏誤　出處：《吉林大學(xué)》2012年碩士論文

【摘要】：在對(duì)外漢語教學(xué)中，有這樣一種現(xiàn)象：學(xué)生的單句表達(dá)都正確，成套地說話就會(huì)出現(xiàn)各種問題，甚至連代詞也不會(huì)用了。探其原因，我們發(fā)現(xiàn)有兩點(diǎn)不容忽視：一是教師比較重視單句層面的教學(xué)，忽視了篇章層面的教學(xué)；二是對(duì)外漢語教材沒有把篇章層面的教學(xué)引入進(jìn)去，這導(dǎo)致了留學(xué)生在寫作中篇章銜接方面的偏誤屢屢出現(xiàn)。指稱偏誤是篇章銜接偏誤的一種，也是留學(xué)生偏誤率最高的偏誤。正是因?yàn)檫@樣，留學(xué)生無法說出成套地地道的漢語，也無法寫成地道的漢語作文，因此，如何避免出現(xiàn)指稱偏誤是迫在眉睫的問題。 針對(duì)這一現(xiàn)象，加強(qiáng)語篇教學(xué)，尤其是指稱教學(xué)就成為了對(duì)外漢語課堂十分重要的內(nèi)容。本文結(jié)合HSK動(dòng)態(tài)作文語料庫，，將留學(xué)生作文中的指稱偏誤分為代詞指稱偏誤、名詞指稱偏誤、零形式指稱偏誤，探究其偏誤成因，并提出了相應(yīng)的解決對(duì)策，以其豐富篇章教學(xué)理論，改善目前教學(xué)中的不足。 本論文共分為五部分。 第一部分，引言，闡述研究目的、文獻(xiàn)綜述、語料的來源及其整理，并對(duì)本文中使用的相關(guān)術(shù)語進(jìn)行了界定。 第二部分，留學(xué)生指稱偏誤類型考察。結(jié)合具體的偏誤實(shí)例，將偏誤類型分成了代詞指稱偏誤、名詞指稱偏誤和零形式指稱偏誤，每種偏誤類型又具體分為缺少、多余、誤用，并發(fā)現(xiàn)了使用代詞回指、名詞回指、零形式指稱的規(guī)律。 第三部分，留學(xué)生指稱偏誤成因考察。通過指稱偏誤類型的考察，筆者將偏誤成因概括為三個(gè)方面：留學(xué)生母語負(fù)遷移的影響，缺乏指稱意識(shí)；教師在教學(xué)過程中忽視了指稱教學(xué)；對(duì)外漢語教材沒有把代詞的語篇連接功能編入教材。 第四部分，針對(duì)指稱偏誤的對(duì)策。通過對(duì)偏誤類型和偏誤成因的考察，筆者提出了幾點(diǎn)對(duì)策：促使留學(xué)生增強(qiáng)正遷移，避免負(fù)遷移；加強(qiáng)第一人稱、第三人稱代詞與指示代詞“這”的教學(xué)；教師組織學(xué)生進(jìn)行針對(duì)性的模仿練習(xí)。希望能為對(duì)外漢語教學(xué)提供一些幫助。 第五部分，結(jié)論，對(duì)論文進(jìn)行總結(jié)。
[Abstract]:In the teaching of Chinese as a foreign language, there is such a phenomenon that students' simple sentences are all right, and there will be various problems in speaking in complete sets, even pronouns won't be used. We find that there are two points that can not be ignored: first, teachers pay more attention to the teaching of single sentence, ignoring the teaching at text level; second, the teaching of Chinese as a foreign language has not been introduced into the teaching at text level. This led to the frequent occurrence of errors in the textual cohesion of foreign students. The referential error is one of the most frequent errors in textual cohesion. It is precisely because of this that the foreign students are unable to speak Chinese as a complete set of authentic Chinese. Therefore, how to avoid referential errors is an urgent problem. In view of this phenomenon, strengthening text teaching, especially referential teaching, has become a very important part of the TCSL classroom. In this paper, the referential errors in the compositions of foreign students are divided into pronoun referential errors in combination with the HSK dynamic composition corpus. This paper probes into the causes of noun reference error and zero form reference error, and puts forward the corresponding countermeasures to improve the deficiency in the present teaching by enriching the text teaching theory. This paper is divided into five parts. The first part, introduction, describes the purpose of the research, literature review, the source and collation of the corpus, and defines the relevant terms used in this paper. The second part is the investigation of the types of reference errors of foreign students. In combination with specific examples of errors, the error types are divided into pronoun reference errors, noun reference errors and zero-form reference errors, and each type of errors is divided into lack and superfluous. The rules of anaphora, noun anaphora and zero form reference are found. The third part is the investigation of the causes of the reference errors of foreign students. Through the investigation of the types of reference errors, the author generalizes the causes of errors into three aspects: the influence of the negative transfer of foreign students' mother tongue, the lack of reference consciousness; Teachers ignore referential teaching in the process of teaching, and Chinese as a foreign language textbook does not incorporate the textual connective function of pronouns into the textbook. In the fourth part, according to the countermeasures of reference bias, through the investigation of the types and causes of errors, the author puts forward several countermeasures: to promote the positive transfer of foreign students, to avoid negative transfer, to strengthen the first person, The third person pronoun and the demonstrative pronoun "this" teaching; the teacher organizes the student to carry on the targeted imitation practice, hoped can provide some help for the teaching of Chinese as a foreign language. The fifth part, the conclusion, carries on the summary to the thesis.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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