本文選題：新HSK五級(jí)　切入點(diǎn)：寫(xiě)作　出處：《河北師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：目前,孔子學(xué)院在世界各地相繼建立,吸引著越來(lái)越多的漢語(yǔ)愛(ài)好者。同時(shí),受中國(guó)文化的吸引,也有很多外國(guó)人絡(luò)繹不絕地來(lái)到中國(guó),親身體驗(yàn)博大精深的中國(guó)文化。最近5年想來(lái)中國(guó)留學(xué)的烏克蘭漢語(yǔ)學(xué)習(xí)者越來(lái)越多,大多數(shù)學(xué)生希望得到中國(guó)政府或者孔子學(xué)院的獎(jiǎng)學(xué)金。獲得獎(jiǎng)學(xué)金的前提是漢語(yǔ)學(xué)習(xí)者需要通過(guò)漢語(yǔ)水平考試(HSK)三、四、五級(jí)。筆者在哈爾科夫國(guó)立師范大學(xué)進(jìn)行漢語(yǔ)教學(xué)實(shí)習(xí)時(shí),發(fā)現(xiàn)烏克蘭漢語(yǔ)學(xué)習(xí)者對(duì)HSK考試的內(nèi)容并不是太熟悉。在第二語(yǔ)言學(xué)習(xí)過(guò)程中,寫(xiě)作既是不可缺少的一部分,也是一種復(fù)雜的語(yǔ)言表達(dá)技能。寫(xiě)作不但需要學(xué)生結(jié)合已有的語(yǔ)言知識(shí),還需要加上個(gè)人的邏輯思維能力。烏克蘭漢語(yǔ)學(xué)習(xí)者在HSK五級(jí)寫(xiě)作部分完成的文章,一方面顯示出學(xué)習(xí)者在語(yǔ)法、詞匯、漢字等方面的能力,另一方面也反映出學(xué)習(xí)者在學(xué)習(xí)漢語(yǔ)過(guò)程中出現(xiàn)的偏誤情況。筆者首先通過(guò)問(wèn)卷調(diào)查來(lái)研究烏克蘭漢語(yǔ)學(xué)習(xí)者對(duì)HSK考試內(nèi)容的了解程度,其次通過(guò)偏誤分析的五個(gè)主要步驟對(duì)烏克蘭漢語(yǔ)學(xué)習(xí)者的HSK五級(jí)寫(xiě)作偏誤進(jìn)行研究,最后提出一些學(xué)習(xí)策略,希望有助于烏克蘭漢語(yǔ)學(xué)習(xí)者。本論文通過(guò)偏誤分析,指出現(xiàn)在的烏克蘭漢語(yǔ)學(xué)習(xí)者在HSK五級(jí)寫(xiě)作部分的偏誤:語(yǔ)法偏誤、詞匯偏誤、漢字偏誤、標(biāo)點(diǎn)符號(hào)偏誤等;其次通過(guò)烏漢兩種語(yǔ)言對(duì)比分析找出偏誤產(chǎn)生的原因:母語(yǔ)負(fù)遷移、目的語(yǔ)知識(shí)負(fù)遷移、交際與學(xué)習(xí)策略的影響等;最后筆者提出了一些漢語(yǔ)學(xué)習(xí)策略,包括學(xué)習(xí)語(yǔ)法、詞匯、漢字等方面的策略,以及推薦烏克蘭漢語(yǔ)學(xué)習(xí)者在準(zhǔn)備HSK五級(jí)寫(xiě)作部分時(shí)的學(xué)習(xí)策略,主要是進(jìn)行寫(xiě)作的建議,培養(yǎng)寫(xiě)作能力的建議等。希望本論文對(duì)烏克蘭漢語(yǔ)學(xué)習(xí)者學(xué)習(xí)漢語(yǔ)與準(zhǔn)備HSK五級(jí)寫(xiě)作有所貢獻(xiàn)。
[Abstract]:At present, Confucius Institutes have been established around the world, attracting more and more Chinese lovers. At the same time, attracted by Chinese culture, many foreigners have come to China in an endless stream. Experience for yourself the vast and profound Chinese culture. More and more Ukrainian Chinese learners want to study in China in the past five years. Most students hope to get a scholarship from the Chinese government or Confucius Institute. The premise of the scholarship is that Chinese learners need to pass the HSK (HSK) 3, 4. The author found that Ukrainian Chinese learners are not too familiar with the content of the HSK test. In the second language learning process, writing is an indispensable part. It is also a complicated language expression skill. Writing requires not only the students' existing language knowledge, but also their logical thinking ability. On the one hand, it shows the learner's ability in grammar, vocabulary, Chinese characters, etc. On the other hand, it also reflects the errors that occur in the process of learning Chinese. Firstly, the author makes a questionnaire survey to study the level of understanding of the content of the HSK test among Ukrainian Chinese learners. Secondly, through the five main steps of error analysis, this paper studies the HSK CET-5 writing bias of Ukrainian Chinese learners, and finally puts forward some learning strategies in the hope that it will be helpful to Ukrainian Chinese learners. This paper points out the errors of Ukrainian Chinese learners in the writing part of HSK level 5: grammatical errors, lexical errors, Chinese characters errors, punctuation errors, etc. Secondly, through the contrastive analysis of the two languages, the author finds out the causes of the errors: negative transfer of mother tongue, negative transfer of knowledge of target language, the influence of communication and learning strategies, etc. Finally, the author puts forward some Chinese learning strategies, including learning grammar, vocabulary and so on. Chinese characters and other strategies, as well as the learning strategies recommended by Ukrainian Chinese learners in preparing for the writing part of HSK 5, are mainly suggestions for writing. It is hoped that this paper will contribute to Ukrainian Chinese learners' learning of Chinese and the preparation of HSK 5 writing.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：H195

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本文編號(hào)：1607196