【摘要】：語言能力包括聽、說、讀、寫四種技能，但并不是簡單地等同于這四種技能。王培光教授（2005）指出語言能力也包括判斷偏差能力、指出偏差能力、改正偏差能力、概略語言感知能力、系統(tǒng)語言感知能力，這寫五種能力界定為語言相關(guān)能力，，而他將判斷能力、指出能力、改正能力合稱為語感。本文提到的語法偏誤辨正能力是說憑學習者目的語正確語感與目的語語法規(guī)則的掌握程度，從而對語法項目通過思考判斷其是否正確，并能夠指出，和改正語法偏誤的一種語言能力。 本文內(nèi)容共分為六個部分。第一章是緒論部分，介紹本文選題的緣起，研究目的、意義及目前對偏誤與語言能力的研究現(xiàn)狀，概述本文研究對象，研究方法、計劃，說明偏誤語料與辯證能力的關(guān)系。第二章是印尼留學生母語和目的語語法特點對比分析，主要論述印尼語和漢語的語法特點差異。第三章是在華印尼留學生漢語語法偏誤辨正能力調(diào)查分析，分為四個部分：其一是語法偏誤及語法偏誤辯證能力調(diào)查意義；其二描述在華印尼留學生漢語語法偏誤辨正能力調(diào)查過程；其三為調(diào)查結(jié)果及分析，在監(jiān)控理論和中介語理論之下，采取文獻法、觀察法和問卷法，分析印尼留學生語法偏誤辨正能力的發(fā)展情況；其四是問卷反映出來的印尼留學生漢語語法辨正能力問題及原因分析。第四章對在華印尼留學生漢語語法項目輸入輸出情況調(diào)查分析，分為三個部分：其一是語言輸入與輸出的研究意義；其二描述在華印尼留學生漢語語法學習過程輸入輸出策略調(diào)查過程；其三是調(diào)查結(jié)果及分析；其四是在華印尼留學生漢語語法學習過程輸入輸出策略調(diào)查結(jié)果簡析。第五章提出對培養(yǎng)印尼留學生漢語語法偏誤辨正能力的建議。參考前人的研究成果，通過問卷驗證了結(jié)論，在監(jiān)控理論、中介語理論和認知理論下，向?qū)ν鉂h語教師提出了有效的培養(yǎng)漢語語法偏誤辨正能力的教學策略與教材設計和使用策略，針對印尼留學生提出了最佳漢語學習策略建議。第六章是教學實驗及反思。教學實驗里使用的教學原則是語法偏誤分析教學與“語塊”教學，注重語法教學與語感教學。教學試驗證明，偏誤分析練習和“語塊”教學確實有助于提高他們的漢語語法偏誤辨正能力。
[Abstract]:Language skills include listening, speaking, reading and writing, but not simply equating them. Professor Wang Peiguang (2005) pointed out that language competence also includes the ability to judge deviations, the ability to point out deviation, the ability to correct deviations, the ability to outline language perception, and the ability to perceive system language. And he will judge ability, point out ability, correct ability is called sense of language. The grammatical bias ability mentioned in this paper is based on the learners' sense of correct language in the target language and the degree of mastery of the grammatical rules of the target language, thus judging whether the grammatical items are correct or not through thinking, and can point out that: And a linguistic ability to correct grammatical errors. This paper is divided into six parts. The first chapter is the introduction, which introduces the origin, research purpose, significance and current research status of bias and language competence. It summarizes the research object, research methods, planning and the relationship between error corpus and dialectical ability. The second chapter is a contrastive analysis of the grammatical characteristics of the native language and the target language of the Indonesian students, mainly discussing the differences between the grammatical characteristics of the Indonesian language and that of the Chinese language. The third chapter is the investigation and analysis of the Chinese grammatical errors of Indonesian students in China, which is divided into four parts: the first is the significance of the investigation of the grammatical errors and the dialectical abilities of grammatical errors; Secondly, it describes the process of investigating the Chinese grammar bias of Indonesian students in China. The third is the investigation results and analysis, under the monitoring theory and the interlanguage theory, the literature method, the observation method and the questionnaire method are adopted to analyze the development of the ability of the Indonesian foreign students to correct the grammatical errors; The fourth part is the analysis of the Chinese grammar discrimination ability of Indonesian students. The fourth chapter investigates and analyzes the input and output of Chinese grammar items among Indonesian students in China, which is divided into three parts: the first is the significance of the study of language input and output; The second part describes the investigation process of the Chinese grammar learning process in Indonesia; the third is the survey results and analysis; the fourth is the analysis of the Chinese grammar learning process input and output strategy survey results of the Indonesian students in China. The fifth chapter puts forward some suggestions on how to train the ability of Indonesian students to correct Chinese grammatical errors. Referring to the previous research results, this paper verifies the conclusion by questionnaire. Under the monitoring theory, interlanguage theory and cognitive theory, This paper puts forward effective teaching strategies, textbook design and use strategies to develop the ability of Chinese grammar bias discrimination to teachers of Chinese as a foreign language, and puts forward some suggestions on the best Chinese learning strategies for Indonesian students. The sixth chapter is teaching experiment and reflection. The teaching principle used in the teaching experiment is the teaching of grammatical error analysis and the teaching of "chunks", paying attention to the teaching of grammar and language sense. The teaching experiment proves that the practice of error analysis and the teaching of "chunks" can help them to improve their ability to distinguish and correct errors in Chinese grammar.
【學位授予單位】：河北大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195

【參考文獻】

相關(guān)期刊論文 前10條

1 萬維群;;監(jiān)控理論在外語詞匯吸收中的應用[J];重慶科技學院學報(社會科學版);2009年05期

2 馬沖宇;候曉舟;;第二語言習得策略的關(guān)鍵:虛擬語言環(huán)境的創(chuàng)建[J];河北大學成人教育學院學報;2008年03期

3 張t

本文編號：2353925