發(fā)布時(shí)間：2018-04-20 14:07

  本文選題：泰國(guó)學(xué)習(xí)者 + 漢語(yǔ)比較句　； 參考：《西南大學(xué)》2013年碩士論文

【摘要】：本文考察泰國(guó)漢語(yǔ)學(xué)習(xí)者習(xí)得比較句的順序,采用蘊(yùn)涵量表排序、相關(guān)分析和聚類分析等研究方法,對(duì)三個(gè)級(jí)別泰國(guó)漢語(yǔ)學(xué)習(xí)者19種比較句形式的習(xí)得過(guò)程進(jìn)行研究,劃分比較句的習(xí)得階段,總結(jié)比較句的習(xí)得順序。將泰國(guó)漢語(yǔ)學(xué)習(xí)者習(xí)得比較句的順序,分別與對(duì)外漢語(yǔ)教學(xué)大綱和教材對(duì)比較句語(yǔ)法項(xiàng)目的編排做對(duì)比。本文所考察的三個(gè)大綱中對(duì)比較句的習(xí)得都做偏易估計(jì),初級(jí)階段中出現(xiàn)了不少語(yǔ)碼難度較大的句式,另外,大綱對(duì)比較句句式的難度順序考慮不夠全面,與本文考察得出的學(xué)習(xí)者的習(xí)得規(guī)律不符。幾種教材對(duì)比較句語(yǔ)法項(xiàng)目的安排也不盡相同,存在語(yǔ)法項(xiàng)目安排過(guò)于集中、過(guò)早出現(xiàn)或者過(guò)晚出現(xiàn)的現(xiàn)象。比較句的教學(xué)必須與學(xué)習(xí)者的認(rèn)知水平相匹配,與學(xué)習(xí)者的習(xí)得規(guī)律保持一致,才能最大限度地促進(jìn)習(xí)得。 本文的研究成果在于發(fā)現(xiàn)習(xí)得漢語(yǔ)比較句的規(guī)律,劃分出泰國(guó)漢語(yǔ)學(xué)習(xí)者19種比較句形式習(xí)得過(guò)程的五個(gè)階段。這五個(gè)習(xí)得階段的特點(diǎn)總體表現(xiàn)為差比句和等比句交叉進(jìn)行,在結(jié)構(gòu)上和語(yǔ)義上都由簡(jiǎn)單到復(fù)雜的趨勢(shì),先習(xí)得簡(jiǎn)單的基本比較句式,再習(xí)得形容詞謂語(yǔ)句,再習(xí)得有賓語(yǔ)的動(dòng)詞謂語(yǔ)句,最后習(xí)得有補(bǔ)語(yǔ)的動(dòng)詞謂語(yǔ)句以及其他差比句式。 本文對(duì)對(duì)外漢語(yǔ)教學(xué)大綱和教材編寫(xiě)以及以泰國(guó)學(xué)習(xí)者為對(duì)象的比較句的教學(xué)有一定的啟發(fā)意義。 對(duì)教材編排方面的啟示：一、教材對(duì)語(yǔ)法項(xiàng)目的選取應(yīng)該是有所選擇的,應(yīng)注重語(yǔ)法項(xiàng)目的系統(tǒng)性,不必過(guò)于求全求細(xì)。二、教材對(duì)比較句語(yǔ)法項(xiàng)目的安排要遵循先易后難、循序漸進(jìn)的原則,應(yīng)該注意以下幾個(gè)方面：1、語(yǔ)法點(diǎn)的出現(xiàn)要大體體現(xiàn)出語(yǔ)言習(xí)得規(guī)律；2、教材對(duì)語(yǔ)法內(nèi)容的處理偏重結(jié)構(gòu)形式,忽略用法；3、教材應(yīng)注重語(yǔ)法項(xiàng)目的復(fù)現(xiàn)；4、教材對(duì)語(yǔ)法項(xiàng)目量的處理要合宜；5、教材對(duì)課后練習(xí)的設(shè)置應(yīng)注意結(jié)構(gòu)層次。 對(duì)教學(xué)方面的啟示：教師在教學(xué)過(guò)程中應(yīng)該注意：教師應(yīng)適當(dāng)?shù)卣{(diào)整教材中語(yǔ)法點(diǎn)的教學(xué)順序,使之與學(xué)習(xí)者的習(xí)得規(guī)律相一致；教材對(duì)比較句的語(yǔ)言規(guī)則、用法限制、語(yǔ)用條件的介紹不夠詳細(xì)時(shí),教師應(yīng)及時(shí)予以補(bǔ)充,遇有功能、結(jié)構(gòu)類似的句式應(yīng)進(jìn)行比較,分析其異同,尤其要解釋清楚句式使用的語(yǔ)言環(huán)境；教師應(yīng)當(dāng)盡量對(duì)學(xué)習(xí)者的母語(yǔ)有所了解,了解學(xué)習(xí)者學(xué)習(xí)的難點(diǎn)及其原因,加強(qiáng)教學(xué)的預(yù)見(jiàn)性,對(duì)學(xué)習(xí)難點(diǎn)和容易出現(xiàn)偏誤的地方做針對(duì)性的教學(xué)設(shè)計(jì)和練習(xí),減少學(xué)習(xí)者由于母語(yǔ)負(fù)遷移造成的偏誤；教師應(yīng)在教學(xué)中盡量彌補(bǔ)教材編寫(xiě)的缺陷,及時(shí)從學(xué)習(xí)者的反饋中了解其學(xué)習(xí)的難點(diǎn),根據(jù)學(xué)習(xí)者的特點(diǎn)有針對(duì)性地進(jìn)行教學(xué)。
[Abstract]:This paper investigates the order in which Thai Chinese learners acquire comparative sentences, and studies the acquisition process of 19 comparative sentence forms of Thai Chinese learners at three levels by means of implication scale ranking, correlation analysis and clustering analysis. Divide the acquisition stages of comparative sentences and summarize the acquisition order of comparative sentences. The order of the acquisition of comparative sentences by Thai Chinese learners was compared with the syllabus and textbooks of Chinese as a foreign language. The acquisition of comparative sentences in the three syllabuses examined in this paper is relatively easy to estimate. In the primary stage, there are quite a few sentence patterns which are more difficult to code. In addition, the syllabus does not consider the difficulty order of comparative sentences sufficiently. It is not consistent with the rules of learners' acquisition. The arrangement of grammatical items of comparative sentences in several textbooks is different, and there is a phenomenon that grammatical items are too centralized, too early or too late. The teaching of comparative sentences must match the learners' cognitive level and keep the same with the learners' acquisition rules in order to promote the acquisition to the maximum extent. The research results of this paper are to find out the rules of acquisition of Chinese comparative sentences and to divide the acquisition process of 19 kinds of comparative sentences among Thai Chinese learners into five stages. The characteristics of the five stages of acquisition are as follows: the difference ratio sentence and the equal ratio sentence are intersected, and the structure and semantics are from simple to complicated. The simple basic comparative sentence structure is acquired first, and then the adjective predicate sentence is acquired. Then we acquire verb predicate with object, verb predicate with complement and other differential sentences. This paper has some enlightening significance for the preparation of syllabus and textbooks for TCFL and the teaching of comparative sentences for Thai learners. First, the selection of grammatical items in textbooks should be selected, and the systematicness of grammatical items should be paid more attention to, so it is not necessary to seek for perfection and detail. Second, the textbook should follow the principle of "easy to be followed" and "gradual and orderly" in the arrangement of the items of comparative sentence grammar. We should pay attention to the following aspects: 1. The appearance of grammatical points should generally reflect the rules of language acquisition. Neglecting usage 3, the textbook should pay attention to the repetition of grammatical items, the amount of grammar items should be handled appropriately, and the teaching materials should pay attention to the structure level in setting up the exercises after class. The enlightenment to teaching: teachers should pay attention to: teachers should adjust the teaching order of grammatical points in the teaching material appropriately to make it consistent with the acquisition law of the learners, the language rules and usage restrictions of the comparative sentences in the teaching materials, the teaching materials should adjust the teaching order of the grammar points in the teaching materials appropriately to make it consistent with the learners' acquisition rules. When the introduction of pragmatic conditions is not detailed enough, teachers should supplement them in time. If they have functions, they should compare and analyze their similarities and differences, especially to explain the language environment used in sentence patterns. Teachers should try their best to understand the learner's mother tongue, understand the difficulties and reasons of learners' learning, strengthen the foresight of teaching, and make targeted teaching design and practice to the difficult points and places prone to errors. Teachers should try their best to make up for the defects in the compilation of teaching materials, learn the difficulties of learning from the learners' feedback in time, and teach according to the characteristics of learners in order to reduce the errors caused by the negative transfer of their mother tongue.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：1778088