塞爾維亞中高級學(xué)生常用漢語介詞偏誤分析與教學(xué)對策
發(fā)布時間：2018-09-11 16:22
【摘要】：作為第二語言的學(xué)習(xí)者,外國學(xué)生在學(xué)習(xí)漢語的過程中會產(chǎn)生大量的偏誤。分析這些偏誤并找出各種原因和解決之道,對于我們進行對外漢語的教學(xué)和研究以及對語言本體的研究都具有十分重要的參考價值。 與印歐語系不同,漢語缺少在性、數(shù)、格上的形態(tài)變化。許多語法意義要靠虛詞來表示,因此虛詞的使用頻率很高。介詞作為虛詞的一種,在對外漢語教學(xué)中是重點和難點。介詞位于名詞或代詞前,與它們一起構(gòu)成介詞短語,在句子中充當(dāng)狀補成分,作用是引出跟動作行為有關(guān)的時間、處所、條件、范圍、對象等�，F(xiàn)代漢語的介詞雖然數(shù)量有限,但介詞是漢語中表達語法意義的一種重要形式,在句子中的出現(xiàn)頻率很高,在語法體系中占有非常重要的地位。介詞的用法靈活多樣,涉及的因素也比較復(fù)雜。因為漢語的介詞是一個封閉的小類,所以在第二語言學(xué)習(xí)過程中存在許多問題。但是對于不同母語背景的學(xué)習(xí)者來說,學(xué)習(xí)中遇到的問題也是不同的。 因此,在對外漢語教學(xué)中如何正確使用介詞,不僅是教學(xué)重點更是漢語學(xué)習(xí)者普遍存在的學(xué)習(xí)難點。本論文以“塞爾維亞中高級學(xué)生常用漢語介詞偏誤分析及教學(xué)對策”為主題,在中介語理論的指導(dǎo)下,運用偏誤分析法對塞爾維亞學(xué)習(xí)者在漢語常用介詞的學(xué)習(xí)過程中出現(xiàn)的偏誤進行了分析,從而對塞爾維亞學(xué)生的介詞教學(xué)提出一些參考意見。全文共分為5章。 第一章為引論部分。介紹了本文的研究內(nèi)容和范圍、以及研究的現(xiàn)狀和意義。 第二章首先參考崔希亮的研究,對比了塞爾維亞學(xué)生跟其它歐美學(xué)生對漢語介詞的使用率。塞爾維亞學(xué)生使用率最高的介詞是“在、跟、給、和、從、對、于、同、把、為、讓、向”。崔希亮并沒有針對塞爾維亞學(xué)生漢語介詞偏誤率進行研究,因此我們自己收集了語料庫。我們主要采用問卷調(diào)查、偏誤分析等方法。其中問卷調(diào)查在塞爾維亞首都貝爾格萊德語言大學(xué)和外國語中學(xué)進行；語料來源于貝爾格萊德大學(xué)語言文學(xué)系和外國語中學(xué)學(xué)生作文。通過對收集到的塞爾維亞漢語學(xué)習(xí)者偏誤語料進行歸納分析,我們發(fā)現(xiàn)錯誤率最高的是“被”、“給”、“為”、“在”、“對”、“從”、“向”、“把”八個介詞。因此本文將這八個介詞做為調(diào)查研究的對象。通過與崔希亮的研究對比,我們發(fā)現(xiàn)塞爾維亞學(xué)生使用漢語介詞的偏誤率與其他歐美學(xué)生的偏誤率有區(qū)別。第二章重點進行偏誤分析總結(jié)出幾種常見類型；接著對偏誤類型的共同點從語法層面進行描述,指出每一類偏誤的所在。與其他的國家的留學(xué)生相似,塞爾維亞漢語學(xué)習(xí)者使用漢語介詞的偏誤包括遺漏偏誤、冗余偏誤、錯序偏誤、誤用偏誤四種類型。 第三章主要探討和分析偏誤產(chǎn)生的原因和規(guī)律。在對偏誤用例分析的基礎(chǔ)上我們探討了產(chǎn)生偏誤的根源,指出語際(interlingual),語內(nèi)(intralingual),策略導(dǎo)致的偏誤(strategy based)以及誘導(dǎo)偏誤(induced)。 第四章在偏誤分析的基礎(chǔ)上提出了一些在對外漢語的介詞教學(xué)中可使用的教學(xué)策略和方法。為了避免塞爾維亞學(xué)生使用漢語介詞出現(xiàn)的偏誤,我們將提出一些教學(xué)策略：分層教學(xué)的策率、對比教學(xué)策率、多角度全面講解與教材方面的建議。 綜上所述我們面臨兩個需要解決的問題： 第一、總結(jié)塞爾維亞學(xué)生介詞錯用的類型,找出并分析其原因和規(guī)律。 第二、從教學(xué)的角度來看,提出相應(yīng)的教學(xué)建議,幫助學(xué)生減少偏誤。 我們希望可以提高塞爾維亞學(xué)生的學(xué)習(xí)效率,提高漢語教學(xué)效果。同時也希望這些分析將有助于整個對外漢語教學(xué)的發(fā)展。
[Abstract]:As a second language learner, foreign students will produce a lot of errors in the process of learning Chinese. It is of great reference value for us to analyze these errors and find out the reasons and solutions for them.
Unlike Indo-European languages, Chinese lacks in the form of nature, number and case. Many grammatical meanings are expressed by function words, so the use of function words is very frequent. Although the number of prepositions in modern Chinese is limited, prepositions are an important form of expressing grammatical meaning in Chinese. They appear frequently in sentences and play an important role in grammatical system. Because Chinese prepositions are a closed class, there are many problems in the process of second language learning. But for learners with different mother tongue backgrounds, the problems they encounter are also different.
Therefore, how to use prepositions correctly in teaching Chinese as a foreign language is not only the focus of teaching, but also a common learning difficulty for Chinese learners. The author analyzes the errors in the process of learning Chinese prepositions, and puts forward some suggestions on the teaching of prepositions for Serbian students. The full text is divided into five chapters.
The first chapter is the introduction part, which introduces the research content and scope of this article, as well as the present situation and significance of the research.
Chapter 2 first refers to the study of Tricheliang, comparing the use of Chinese prepositions by Serbian students and other European and American students. We collect the corpus by ourselves. We mainly adopt the methods of questionnaire survey and error analysis. The questionnaire survey is conducted at Belgrade Language University and Foreign Language Middle School in the capital of Serbia. The corpus comes from the compositions of the students in the Department of Language and Literature of Belgrade University and Foreign Language Middle School. Through the inductive analysis of learners'errors, we find that the highest error rates are "be", "give", "be", "be", "be", "be", "right", "from", "to" and "ba". Therefore, this paper takes these eight prepositions as the subjects of investigation and study. By comparing with Tricheliang's research, we find that Serbian students use Chinese. The error rate of prepositions is different from that of other European and American students. Chapter two focuses on error analysis and summarizes several common types. Then it describes the common points of error types from the grammatical level and points out where each type of error lies. Similar to foreign students from other countries, Serbian Chinese learners use Chinese prepositions. The errors include omission error, redundancy error, wrong sequence error, misuse bias four types.
The third chapter mainly discusses and analyzes the causes and laws of errors. On the basis of the analysis of error use cases, we discuss the causes of errors, and point out the interlingual, intralingual, strategy-based and induced errors.
Chapter Four puts forward some teaching strategies and methods which can be used in the teaching of Chinese prepositions as a foreign language on the basis of error analysis. To avoid the errors in the use of Chinese prepositions by Serbian students, we will put forward some teaching strategies: the policy rate of stratified teaching, the policy rate of comparative teaching, the comprehensive explanation of multi-angle and the teaching materials. Suggestion.
To sum up, we are faced with two problems that need to be solved.
First, summarize the types of misuse of prepositions in Serbia students, find out and analyze their causes and rules.
Second, from the teaching point of view, we put forward corresponding teaching suggestions to help students reduce errors.
We hope that we can improve the learning efficiency of Serbian students and the teaching effect of Chinese as a foreign language.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
本文編號：2237202
[Abstract]:As a second language learner, foreign students will produce a lot of errors in the process of learning Chinese. It is of great reference value for us to analyze these errors and find out the reasons and solutions for them.
Unlike Indo-European languages, Chinese lacks in the form of nature, number and case. Many grammatical meanings are expressed by function words, so the use of function words is very frequent. Although the number of prepositions in modern Chinese is limited, prepositions are an important form of expressing grammatical meaning in Chinese. They appear frequently in sentences and play an important role in grammatical system. Because Chinese prepositions are a closed class, there are many problems in the process of second language learning. But for learners with different mother tongue backgrounds, the problems they encounter are also different.
Therefore, how to use prepositions correctly in teaching Chinese as a foreign language is not only the focus of teaching, but also a common learning difficulty for Chinese learners. The author analyzes the errors in the process of learning Chinese prepositions, and puts forward some suggestions on the teaching of prepositions for Serbian students. The full text is divided into five chapters.
The first chapter is the introduction part, which introduces the research content and scope of this article, as well as the present situation and significance of the research.
Chapter 2 first refers to the study of Tricheliang, comparing the use of Chinese prepositions by Serbian students and other European and American students. We collect the corpus by ourselves. We mainly adopt the methods of questionnaire survey and error analysis. The questionnaire survey is conducted at Belgrade Language University and Foreign Language Middle School in the capital of Serbia. The corpus comes from the compositions of the students in the Department of Language and Literature of Belgrade University and Foreign Language Middle School. Through the inductive analysis of learners'errors, we find that the highest error rates are "be", "give", "be", "be", "be", "be", "right", "from", "to" and "ba". Therefore, this paper takes these eight prepositions as the subjects of investigation and study. By comparing with Tricheliang's research, we find that Serbian students use Chinese. The error rate of prepositions is different from that of other European and American students. Chapter two focuses on error analysis and summarizes several common types. Then it describes the common points of error types from the grammatical level and points out where each type of error lies. Similar to foreign students from other countries, Serbian Chinese learners use Chinese prepositions. The errors include omission error, redundancy error, wrong sequence error, misuse bias four types.
The third chapter mainly discusses and analyzes the causes and laws of errors. On the basis of the analysis of error use cases, we discuss the causes of errors, and point out the interlingual, intralingual, strategy-based and induced errors.
Chapter Four puts forward some teaching strategies and methods which can be used in the teaching of Chinese prepositions as a foreign language on the basis of error analysis. To avoid the errors in the use of Chinese prepositions by Serbian students, we will put forward some teaching strategies: the policy rate of stratified teaching, the policy rate of comparative teaching, the comprehensive explanation of multi-angle and the teaching materials. Suggestion.
To sum up, we are faced with two problems that need to be solved.
First, summarize the types of misuse of prepositions in Serbia students, find out and analyze their causes and rules.
Second, from the teaching point of view, we put forward corresponding teaching suggestions to help students reduce errors.
We hope that we can improve the learning efficiency of Serbian students and the teaching effect of Chinese as a foreign language.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
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