本文選題：匈牙利 + “比”字句　； 參考：《北京外國語大學(xué)》2014年碩士論文

【摘要】：“比”字句是用介詞“比”引出比較對(duì)象,對(duì)兩個(gè)事物的差異進(jìn)行比較的句式,是現(xiàn)代漢語語法的重要組成部分,也是匈牙利學(xué)生較早接觸并頻繁使用的重要語法項(xiàng)目之一。由于“比”字句的句式很多,學(xué)生在使用時(shí)會(huì)產(chǎn)生各種偏誤,集中反映了對(duì)外漢語“比”字句教學(xué)的重點(diǎn)和難點(diǎn),研究這些偏誤可以更好地指導(dǎo)教學(xué)。隨著國別化研究的興起,對(duì)漢字文化圈及英語母語國家的偏誤研究越來越多,但對(duì)匈牙利這樣小語種國家的研究還很少。因此本文對(duì)匈牙利學(xué)生的“比”字句偏誤進(jìn)行了描寫分析,全文共分為五個(gè)部分： 第一章包括選題意義與研究內(nèi)容、研究思路與方法,以及相關(guān)研究綜述。本文在前人對(duì)“比”字句研究的基礎(chǔ)上,以偏誤分析理論為指導(dǎo),主要采用調(diào)查統(tǒng)計(jì)、對(duì)比分析和訪談法對(duì)匈牙利學(xué)生的“比”字句偏誤進(jìn)行研究,研究范圍限定在結(jié)論項(xiàng)為形容詞的八種句式。 第二章對(duì)偏誤進(jìn)行分類描寫。第一步分類,首先對(duì)“比”字句的偏誤進(jìn)行句法和語義的分類,然后按照構(gòu)成成分將句法偏誤分為主語、比較項(xiàng)、結(jié)論項(xiàng)和比較標(biāo)記偏誤四類,每一類又分別包含誤加、誤用、錯(cuò)序、遺漏和雜糅。第二步根據(jù)學(xué)生漢語水平的高低對(duì)初、中、高級(jí)學(xué)生的各類偏誤進(jìn)行描寫,總結(jié)各階段學(xué)生學(xué)習(xí)的重點(diǎn)和難點(diǎn)。 第三章分析偏誤產(chǎn)生的原因。一是學(xué)習(xí)者內(nèi)部原因,將匈牙利語差比句式和現(xiàn)代漢語“比”字句進(jìn)行對(duì)比,說明匈牙利語負(fù)遷移對(duì)學(xué)生偏誤的影響,同時(shí)分析了目的語規(guī)則泛化和學(xué)習(xí)策略對(duì)偏誤的影響。二是外部環(huán)境因素的制約,主要是教材編寫不合理及教師教法不當(dāng)。 第四章提出教學(xué)建議。一是要培養(yǎng)學(xué)生正確的學(xué)習(xí)策略,通過間接糾錯(cuò)降低學(xué)生語言焦慮,二是教材編寫要體現(xiàn)匈牙利學(xué)生特點(diǎn),對(duì)不同句式分階段分課時(shí)編排、句式講解簡單準(zhǔn)確、練習(xí)數(shù)量適中且形式多樣,三是傳統(tǒng)的3P教學(xué)法應(yīng)注意展示簡單直接、講解淺顯易懂、練習(xí)方式生動(dòng)活潑,對(duì)于成人的教學(xué)可以嘗試“任務(wù)型”教學(xué)法。 第五章對(duì)前文進(jìn)行總結(jié),指出匈牙利學(xué)生“比”字句偏誤研究的不足,并對(duì)后續(xù)研究提出了建議和展望。
[Abstract]:The sentence "Bi" is a sentence that uses the preposition "bi" to lead to the comparative object and compares the differences between the two things. It is an important part of modern Chinese grammar and one of the important grammatical items that Hungarian students contact and frequently use earlier. Because there are many sentence patterns of "Bi" sentence, students will produce a variety of errors when they use it, which reflects the key points and difficulties in teaching Chinese as a foreign language "bi" sentence, and the study of these errors can better guide the teaching. With the rise of nationalization research, there are more and more researches on Chinese character culture circle and English-speaking countries, but there are few researches on small language countries such as Hungary. Therefore, this paper describes and analyzes the errors of the Hungarian students'"Bi" sentence, and the full text is divided into five parts: The first chapter includes the significance of the topic and research content, research ideas and methods, as well as related research review. Based on the previous researches on "Bi", and guided by the theory of error analysis, this paper mainly adopts the methods of investigation, statistics, comparative analysis and interview to study the errors of "bi" in Hungarian students. The scope of the study is limited to the eight sentence patterns in which the conclusion item is an adjective. The second chapter classifies errors. The first step is to classify the errors of "bi" sentences by syntax and semantics, and then divide them into four categories: subject, comparative item, conclusion item and comparative marker error, each of which includes the addition and misuse of the sentence, each of which is divided into four categories: subject, comparative item, conclusion item and comparative marker error, each of which is divided into four categories: subject, comparative item, conclusion item and comparative marker error. Wrong order, omission and hybridity. The second step is to describe the errors of the primary, middle and advanced students according to the level of students' Chinese level, and summarize the key points and difficulties of the students' learning in each stage. The third chapter analyzes the causes of errors. The first is the internal reasons of the learners. By comparing the Hungarian sentence structure with the modern Chinese word "Bi", the author explains the influence of the Hungarian negative transfer on the students' errors, and analyzes the effects of the generalization of the target language rules and the learning strategies on the errors. The second is the external environmental factors, mainly the unreasonable compilation of teaching materials and improper teaching methods. The fourth chapter puts forward teaching suggestions. One is to cultivate students' correct learning strategies, to reduce students' language anxiety through indirect error correction, and the other is to reflect the characteristics of Hungarian students in the compilation of teaching materials, to arrange different sentence patterns in stages and in class, and to explain the sentence patterns simply and accurately. The number of exercises is moderate and the forms are various. Third, the traditional 3P teaching method should be simple and direct, the explanation is simple and easy to understand, the way of practice is lively, and the teaching of adults can try "task-based" teaching method. The fifth chapter summarizes the above, points out the shortcomings of the research on the errors of the Hungarian students, and puts forward some suggestions and prospects for the further study.
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195.3

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本文編號(hào)：1879773