英美留學(xué)生HSK高級寫作中書面語體偏誤分析
發(fā)布時間：2018-09-09 09:34
【摘要】：近年來,隨著中國綜合實力的不斷提升,外國人學(xué)習(xí)漢語的熱情不斷高漲。中國漢語水平考試HSK作為測試母語非漢語者(包括外國人、華僑和中國少數(shù)民族考生)的標(biāo)準(zhǔn)化考試,日益受到人們的關(guān)注。經(jīng)過調(diào)查發(fā)現(xiàn),對于HSK考試的研究大多都是從詞匯、語法、考試機制等角度來進(jìn)行分析,很少有學(xué)者專門從語體的角度尤其是書面語體的角度來對HSK寫作進(jìn)行分析研究。長期以來,對外漢語教學(xué)中的語體教學(xué)常常被人們忽視,留學(xué)生漢語語體習(xí)得情況令人擔(dān)憂。所以,我們非常有必要從語言學(xué)中語體的角度來對留學(xué)生HSK考試作文進(jìn)行偏誤分析研究,既有助于我們解決實際問題,也有助于拓展語言學(xué)研究及對外漢語教學(xué)的范圍和領(lǐng)域。 本文從語體學(xué)的角度出發(fā),采用第二語言習(xí)得中偏誤分析方法研究160篇英美留學(xué)生HSK高等寫作考試作文,歸納出典型的語體偏誤類型。然后,深入探究形成語體偏誤的原因,在此基礎(chǔ)上提出一些改進(jìn)教學(xué)的建議。全文共分為七個部分。 第一章,對本文選題的緣起、理論依據(jù)、研究思路、方法、語料來源以及價值和創(chuàng)新之處進(jìn)行簡要說明。 第二章,對漢語語體問題的研究綜述。分別從語言學(xué)界和對外漢語教學(xué)方面綜述了書面語體的研究現(xiàn)狀,重點梳理了語言學(xué)界關(guān)于書面語體和口語語體的區(qū)別這一問題的研究成果,作為本文進(jìn)行語體偏誤分析的理論依據(jù)。 第三章,從語體的外部因素和內(nèi)部因素兩個角度分析留學(xué)生HSK高級寫作的書面語體要求。 第四章,采用第二語言習(xí)得中偏誤分析方法分析160篇HSK考試作文,從因與特定語境不協(xié)調(diào)而產(chǎn)生的語體偏誤、因與所選文體要求不一致而產(chǎn)生的語體偏誤和因前后韻律不協(xié)調(diào)而產(chǎn)生的語體偏誤三方面進(jìn)行分類分析。 第五章,從漢語語體認(rèn)知、語言遷移的影響、教學(xué)方面的問題和學(xué)生自身的因素四方面探究形成英美留學(xué)生語體偏誤的原因。 第六章,從學(xué)生、教學(xué)和教材三方面提出一些改進(jìn)的建議。 第七章,對全文進(jìn)行簡要概括并得出本文最終的結(jié)論。 經(jīng)過初步的研究,本文得出以下結(jié)論： 第一,借鑒鄭頤壽先生的語體研究成果以及對范文的辭體屬性分析,明確了寫作考試常見文體的語體歸屬：應(yīng)用文歸屬于實用體下的大眾應(yīng)用體；記敘文歸屬于文藝體下的散言體；議論文屬于實用語體和文藝語體的融合體,具體歸屬于文藝社會科學(xué)體下的文藝政論；說明文屬于實用語體和文藝語體的融合體,應(yīng)該歸屬于文藝實用體。進(jìn)一步明確了不同語體的不同的語言特征,可以作為對外漢語高級寫作考試的書面語體要求。 第二,英美留學(xué)生出現(xiàn)的語體偏誤主要集中在不同語體的近義形式方面,突出表現(xiàn)在：因與特定語境不協(xié)調(diào)而產(chǎn)生的語體偏誤、因與所選文體要求不一致而產(chǎn)生的語體偏誤和因前后韻律不協(xié)調(diào)而產(chǎn)生的語體偏誤三方面。 第三,造成英美留學(xué)生語體偏誤的原因比較復(fù)雜,包括漢語語體本身研究不足和認(rèn)知難度大、學(xué)生母語和目的語的負(fù)遷移影響、對外漢語語體教學(xué)的忽視和學(xué)生自身的因素,等等。 第四,針對高級階段英美留學(xué)生語體偏誤產(chǎn)生的原因,留學(xué)生和教師都應(yīng)該提高認(rèn)識,重視對外漢語語體教學(xué)。我們從一開始就進(jìn)行分階段有針對性的對外漢語語體教學(xué),從課型、教學(xué)方法、教材編寫各個方面入手,將語體意識貫穿到漢語教學(xué)的各個階段,使學(xué)生能夠進(jìn)一步提高運用漢語的實際能力,預(yù)防學(xué)生語體偏誤的發(fā)生。
[Abstract]:In recent years, with the continuous improvement of China's comprehensive strength, the enthusiasm of foreigners to learn Chinese has been rising. As a standardized test for non-native speakers (including foreigners, overseas Chinese and Chinese ethnic minority candidates), the Chinese Language Proficiency Test (HSK) has attracted more and more attention. It is analyzed from the perspectives of vocabulary, grammar, examination mechanism and so on. Few scholars specially study HSK writing from the perspective of style, especially from the perspective of written style. It is necessary to analyze the errors in HSK compositions of foreign students from the perspective of linguistic stylistics, which not only helps us to solve practical problems, but also helps to expand the scope and field of linguistic research and teaching Chinese as a foreign language.
From the perspective of stylistics, this paper studies 160 English and American students'compositions in HSK Advanced Writing Examination by using the method of Error Analysis in Second Language Acquisition, and summarizes the typical types of stylistic errors.
Chapter One gives a brief account of the origin, theoretical basis, research ideas, methods, source of corpus, value and innovation of this paper.
In the second chapter, the author reviews the research on Chinese stylistics from the perspective of linguistics and teaching Chinese as a foreign language.
Chapter three analyzes the stylistic requirements of HSK advanced writing from the external and internal factors.
In Chapter Four, 160 HSK compositions are analyzed by using the method of Error Analysis in Second Language Acquisition (SLA). They are classified into three aspects: stylistic errors due to inconsistency with specific context, stylistic errors due to inconsistency with selected stylistic requirements and stylistic errors due to inconsistency between prosody and prosody.
Chapter Five explores the causes of stylistic errors among English and American students from four aspects: Chinese stylistic cognition, the influence of language transfer, teaching problems and students'own factors.
The sixth chapter, from the students, teaching and teaching materials three aspects put forward some suggestions for improvement.
The seventh chapter summarizes the whole article and draws the final conclusion.
After preliminary research, the following conclusions can be drawn:
Firstly, by referring to Mr. Zheng Yishou's stylistic research achievements and the analysis of the stylistic attributes of the model essays, the author clarifies the stylistic attribution of the common styles in writing examinations: practical writing belongs to the popular application style under the practical style; narrative writing belongs to the nonsense style under the literary and artistic style; argumentative writing belongs to the fusion style of the practical style and the literary and artistic style. Literary and political theory belongs to the style of literature, art and social sciences, which shows that literature belongs to the fusion of practical style and literary and artistic style, and should belong to the practical style of literature and art.
Secondly, the stylistic errors of English and American students mainly focus on the synonymous forms of different styles, which are mainly manifested in the following three aspects: the stylistic errors caused by the inconsistency with the specific context, the stylistic errors caused by the inconsistency with the selected stylistic requirements and the stylistic errors caused by the inconsistency between the prosody and the prosody.
Thirdly, the causes of stylistic errors of English and American students are rather complicated, including insufficient research on Chinese style itself and the difficulty of cognition, the negative transfer of students'mother tongue and target language, the neglect of teaching Chinese as a foreign language and the students' own factors, and so on.
Fourthly, in view of the causes of stylistic errors of advanced English and American students, both foreign students and teachers should pay more attention to the teaching of Chinese as a foreign language. In all stages of teaching, students can further improve their practical ability to use Chinese and prevent the occurrence of stylistic errors.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
本文編號：2231997
[Abstract]:In recent years, with the continuous improvement of China's comprehensive strength, the enthusiasm of foreigners to learn Chinese has been rising. As a standardized test for non-native speakers (including foreigners, overseas Chinese and Chinese ethnic minority candidates), the Chinese Language Proficiency Test (HSK) has attracted more and more attention. It is analyzed from the perspectives of vocabulary, grammar, examination mechanism and so on. Few scholars specially study HSK writing from the perspective of style, especially from the perspective of written style. It is necessary to analyze the errors in HSK compositions of foreign students from the perspective of linguistic stylistics, which not only helps us to solve practical problems, but also helps to expand the scope and field of linguistic research and teaching Chinese as a foreign language.
From the perspective of stylistics, this paper studies 160 English and American students'compositions in HSK Advanced Writing Examination by using the method of Error Analysis in Second Language Acquisition, and summarizes the typical types of stylistic errors.
Chapter One gives a brief account of the origin, theoretical basis, research ideas, methods, source of corpus, value and innovation of this paper.
In the second chapter, the author reviews the research on Chinese stylistics from the perspective of linguistics and teaching Chinese as a foreign language.
Chapter three analyzes the stylistic requirements of HSK advanced writing from the external and internal factors.
In Chapter Four, 160 HSK compositions are analyzed by using the method of Error Analysis in Second Language Acquisition (SLA). They are classified into three aspects: stylistic errors due to inconsistency with specific context, stylistic errors due to inconsistency with selected stylistic requirements and stylistic errors due to inconsistency between prosody and prosody.
Chapter Five explores the causes of stylistic errors among English and American students from four aspects: Chinese stylistic cognition, the influence of language transfer, teaching problems and students'own factors.
The sixth chapter, from the students, teaching and teaching materials three aspects put forward some suggestions for improvement.
The seventh chapter summarizes the whole article and draws the final conclusion.
After preliminary research, the following conclusions can be drawn:
Firstly, by referring to Mr. Zheng Yishou's stylistic research achievements and the analysis of the stylistic attributes of the model essays, the author clarifies the stylistic attribution of the common styles in writing examinations: practical writing belongs to the popular application style under the practical style; narrative writing belongs to the nonsense style under the literary and artistic style; argumentative writing belongs to the fusion style of the practical style and the literary and artistic style. Literary and political theory belongs to the style of literature, art and social sciences, which shows that literature belongs to the fusion of practical style and literary and artistic style, and should belong to the practical style of literature and art.
Secondly, the stylistic errors of English and American students mainly focus on the synonymous forms of different styles, which are mainly manifested in the following three aspects: the stylistic errors caused by the inconsistency with the specific context, the stylistic errors caused by the inconsistency with the selected stylistic requirements and the stylistic errors caused by the inconsistency between the prosody and the prosody.
Thirdly, the causes of stylistic errors of English and American students are rather complicated, including insufficient research on Chinese style itself and the difficulty of cognition, the negative transfer of students'mother tongue and target language, the neglect of teaching Chinese as a foreign language and the students' own factors, and so on.
Fourthly, in view of the causes of stylistic errors of advanced English and American students, both foreign students and teachers should pay more attention to the teaching of Chinese as a foreign language. In all stages of teaching, students can further improve their practical ability to use Chinese and prevent the occurrence of stylistic errors.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
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，本文編號：2231997
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