本文選題：高級日本留學生 + 議論文語篇銜接��； 參考：《南京大學》2014年碩士論文

【摘要】：對外漢語教學的根本任務(wù)是培養(yǎng)學習者運用漢語交際的能力,交際能力不僅包括使用獨立句子的能力,還包括組句成段、成篇的能力,也就是語篇能力。議論文語篇在日常生活、考試書面表達中很常見,是學習者針對某一話題表達自己看法的文體。正確的銜接在議論語篇中顯得尤為重要,只有使用了正確的銜接,才能清晰有條地表達自己的觀點。而留學生在這方面的能力比較欠缺。本文從北京語言大學HSK動態(tài)作文語料庫中,選取了63篇獲得高級漢語證書的日本考生的議論文語篇,共計25480字。針對高級水平日本留學生的議論文語篇銜接偏誤,本文按照黃國文的分類方法,從語法銜接、詞匯銜接和邏輯銜接三類銜接方式出發(fā),對語料中的銜接偏誤進行全面分析。通過分析發(fā)現(xiàn),語法銜接方面的偏誤主要是省略和照應(yīng)這兩類銜接手段使用有誤；詞匯銜接方面的偏誤包括詞匯復現(xiàn)冗余、詞匯銜接誤用以及遺漏偏誤；邏輯銜接方面的偏誤有遺漏、誤用、冗余和錯序這四類。在語法銜接中,省略類偏誤總數(shù)大于照應(yīng)類偏誤。在省略類偏誤中,“省略不足”類偏誤包括主語省略不足、定語省略不足這兩種情況,其中,主語省略不足偏誤用例數(shù)多于定語省略不足偏誤；“省略過多”類偏誤略少于省略不足,這類偏誤主要是主語缺失造成的主語省略過多。照應(yīng)類偏誤主要是照應(yīng)形式的誤用和照應(yīng)詞的誤用。照應(yīng)形式誤用偏誤主要包括代詞照應(yīng)與名詞照應(yīng)之間的誤用；照應(yīng)詞誤用偏誤包括人稱照應(yīng)詞誤用和指示照應(yīng)詞誤用這兩種情況,其中指示照應(yīng)詞誤用偏誤用例數(shù)遠多于人稱照應(yīng)詞誤用。在詞匯銜接中,冗余偏誤要多于誤用偏誤,遺漏類偏誤數(shù)量最少。在誤用類偏誤用例中,類內(nèi)誤用占大多數(shù),跨類誤用的情況相對較少。另外,復現(xiàn)關(guān)系偏誤在數(shù)量上多于同現(xiàn)關(guān)系偏誤,且原詞復現(xiàn)出現(xiàn)的偏誤數(shù)要多于同義詞復現(xiàn),這可能是由于原詞復現(xiàn)比同義詞復現(xiàn)簡單,所以考生對后者選擇回避；同現(xiàn)關(guān)系偏誤用例分布中,反義關(guān)系和并列下義詞關(guān)系同現(xiàn)偏誤數(shù)量相當,搭配關(guān)系同現(xiàn)偏誤較少。在邏輯銜接中,遺漏類偏誤用例數(shù)最多,誤用類偏誤次之,冗余類偏誤較少,錯序類偏誤最少。且遺漏類偏誤和誤用類偏誤在數(shù)量上遠遠大于后兩類。遺漏類偏誤中,完全遺漏和部分遺漏這兩類偏誤數(shù)量相當,這反映了學習者在寫作過程中有過度追求語言經(jīng)濟性的情況；誤用類偏誤包含同類誤用和跨類誤用,同類誤用的偏誤數(shù)量大于跨類誤用。錯序類偏誤用例數(shù)較少,這可以說明高級水平的日本留學生在漢語語序方面已經(jīng)基本沒有問題了。在找出語料中的偏誤并對其分類后,本文總結(jié)了偏誤分布特點,發(fā)現(xiàn)高級水平日本留學生議論文語篇銜接偏誤主要具有不平衡的特點,這種不平衡性主要表現(xiàn)為各類銜接手段的偏誤分布不平衡和銜接手段的下位類型偏誤分布不平衡。另外,本文還將語料中的偏誤情況和馬燕華在《中級漢語水平日本留學生漢語語段銜接調(diào)查分析》一文中得到的結(jié)論作對比,找出區(qū)別并分析原因。最后,本文還從目的語、母語、學習者和教學過程這四個方面分析語料中偏誤產(chǎn)生的原因,主要有：目的語漢語知識的不足、母語日語的負遷移、學習者自身的因素以及教學過程中的相關(guān)因素。在此基礎(chǔ)上,本文從教材、教師兩個方面對對外漢語教學提出了一些切實可行的建議,以期提高留學生的漢語語篇銜接能力。
[Abstract]:The basic task of teaching Chinese as a foreign language is to cultivate the ability of the learners to use Chinese communication. The communicative competence includes not only the ability to use independent sentences, but also the ability to form a paragraph, and the ability to form a text. The discourse is very common in daily life and in the written expression of the examination. It is the learner's own view of a topic. The correct cohesion is particularly important in the argumentative discourse. Only by using the correct cohesion can we express his views clearly and stripe. And the ability of the students in this field is short. This paper selects 63 Japanese candidates from the HSK dynamic composition corpus of Beijing Language and Culture University. According to Huang Guowen's classification method, this paper makes a comprehensive analysis of the Cohesion Errors in the corpus based on the three cohesive ways of grammatical cohesion, lexical cohesion and logical cohesion, according to Huang Guowen's classification method. The main errors in grammatical cohesion are the main errors of the grammatical cohesion. The misuse of these two types of cohesive devices is misused, and the errors in lexical cohesion include lexical repetition redundancy, misuse of lexical cohesion and omission misuse; errors in logical cohesion are missing, misused, redundant and misordered. In grammatical cohesion, the total error of ellipsis is greater than that of anaphora. In ellipsis, " There are two kinds of errors: omission of subject omission and inadequacy of attribution, among which, the number of omission and misuse of the subject is more than the error of the attributive omission; the error of "ellipsis" is slightly less than the omission, and the main error is the omission of the subject subject to the lack of subject. The main error of the type of anaphora is the form of the anaphora. Misuse of style and misuse of anaphora. Misuse of the form of anaphora mainly includes misuse between pronouns and noun anaphora; misuse of anaphora includes two cases of misuse of personal reference and misuse of indicative anaphora, among which the number of misuse cases is far more than personal anaphora misuse. The residual errors are more than misuse errors, and the number of missing class errors is the least. In the misuse misuse cases, the internal misuse accounts for the majority, and the cross class misuse is relatively small. In addition, the number of reduplication errors is more than the occurrence of the same relationship, and the number of errors in the reappearance of the original word is more than the repetition of the synonyms, which may be due to the repetition ratio of the original word. The synonym is simple to reproduce, so the examinee chooses the latter to avoid the latter; in the distribution of the discounted relation error case, the amount of the relationship of the antisense and the parallel meaning is equal, and the collocation relationship is less mistaken. In the logical connection, the missing class is the most misused, the misuse class is misused, the redundant class is less, and the wrong order class is the least error. The number of misuse and misuse of class bias is far greater than the latter two categories. The number of errors in the missing category, complete omission and partial omission are the equivalent of the two types of errors, which reflect the excessive pursuit of language economy in the process of writing; misuse of class misuse includes the same kind of misuse and cross class misuse and the misuse of the same kind. The number is larger than the misuse of cross class. The number of misuse cases is less, which shows that the higher level Japanese students have basically no problems in the Chinese language order. After finding out the errors in the corpus and classifying them, this paper sums up the characteristics of the error distribution, and finds that the Cohesion Errors of the advanced Japanese foreign students' argumentative discourse are mainly due to the errors. The imbalance is mainly manifested in the imbalance of the error distribution of various cohesive devices and the unbalanced distribution of the lower type of the cohesive devices. In addition, this paper also makes the conclusion of the errors in the corpus and the conclusion of Ma Yanhua in the study of the connection between the Chinese language segment of the intermediate Chinese and the Chinese language section of the intermediate Chinese. In the end, this paper also analyzes the causes of errors in the four aspects of the target language, the mother tongue, the learners and the teaching process, including the lack of the Chinese knowledge of the target language, the negative transfer of the native language of the mother tongue, the factors of the learners themselves and the related factors in the teaching process. Teaching materials and teachers put forward some practical suggestions for teaching Chinese as a foreign language in two aspects in order to improve the cohesion ability of foreign students in Chinese.
【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195

【參考文獻】

相關(guān)碩士學位論文 前1條

1 殷維真;中高級階段韓國留學生口語語篇銜接研究[D];南京師范大學;2012年

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本文編號：1956890