本文選題：留學(xué)生作文 + 雜糅�。� 參考：《陜西師范大學(xué)》2013年碩士論文

【摘要】：在漢語作為第二語言教學(xué)過程中,學(xué)習(xí)者會(huì)常常出現(xiàn)各種各樣的“錯(cuò)誤”。20世紀(jì)90年代以后,我國的第二語言習(xí)得研究文獻(xiàn)多使用“偏誤”來替代“錯(cuò)誤”這一概念,這是我國二語習(xí)得研究者對第二語言學(xué)習(xí)與習(xí)得現(xiàn)象認(rèn)識(shí)的進(jìn)一步深化和提高。偏誤是指學(xué)習(xí)者在第二語言學(xué)習(xí)過程中偏離了目的語規(guī)律的一種現(xiàn)象,這種中介語是和目的語有一定差距的。但是在大多數(shù)情況下,這些差距本身帶有規(guī)律性,并能追尋其產(chǎn)生的原因,所以可以不作為錯(cuò)誤對待。“偏誤”作為二語習(xí)得研究中的重要概念,它的提出具有里程碑的意義,是觀察第二語言學(xué)習(xí)者語言認(rèn)知心理過程的一個(gè)窗口。 學(xué)習(xí)者學(xué)習(xí)第二語言的偏誤分為語際偏誤、語內(nèi)偏誤和認(rèn)知偏誤。Dulay Burt Krashen(1982)和魯健驥(1994)均將第二語言習(xí)得中的偏誤類型分為遺漏(Omission)、誤加(Addition)、誤代(overrepresentation)、錯(cuò)序(Misordering)四大類。田善繼(1995)將無法用母語遷移解釋的非對比性偏誤分為替代、類推、回避、簡化、誘發(fā)等五類；趙金銘(2002)排列出外國人漢語語法錯(cuò)誤的等級序列：漢語不可能出現(xiàn)的句子(黑板把阿里擦干凈)、不符合漢語語法的句子(我同屋把錄音機(jī)沒弄壞)、符合語法的不正確的句子(希望你們把這個(gè)地方喜歡)、造得不好的句子(把那棵小樹大風(fēng)刮倒了)。 在現(xiàn)代漢語中,雜糅作為一種語病經(jīng)常出現(xiàn),對雜糅現(xiàn)象的研究多和病句改錯(cuò)聯(lián)系在一起。既然第一語言中會(huì)有雜糅的語病,第二語言學(xué)習(xí)中不可避免也會(huì)出現(xiàn)。周小兵在《對外漢語教學(xué)導(dǎo)論》(2010)中對偏誤進(jìn)行分類,從數(shù)學(xué)模式看,有誤加、遺漏、錯(cuò)位、誤代、雜糅五類。雜糅作為一種語病經(jīng)常出現(xiàn)在語言交際中。將雜糅列入二語習(xí)得偏誤類型,豐富了偏誤分析的內(nèi)涵。因此雜糅現(xiàn)象既是語言研究、也是漢語研究和漢語作為第二語言教學(xué)和習(xí)得研究的對象。 本文在前人研究的基礎(chǔ)上,將留學(xué)生作文作為基本語料,進(jìn)行雜糅偏誤研究分析,并對其類別和產(chǎn)生原因進(jìn)行具體的細(xì)化。 論文第一章為緒論,介紹現(xiàn)代漢語雜糅現(xiàn)象研究現(xiàn)狀,對外漢語雜糅偏誤研究現(xiàn)狀以及本文語料來源。 第二章為雜糅偏誤類型分析,以收集的留學(xué)生的作文為基本語料,重點(diǎn)分析雜糅偏誤的類別。 第三章為雜糅偏誤原因分析,通過雜糅偏誤的類別追溯其產(chǎn)生的原因。 第四章為結(jié)語,主要通過對留學(xué)生作文雜糅偏誤現(xiàn)象的類別和產(chǎn)生原因進(jìn)行總經(jīng),并提出一些教學(xué)建議。
[Abstract]:In the process of teaching Chinese as a second language, learners often appear a variety of "errors". After the 1990s, the literature on second language acquisition in China often uses "bias" to replace the concept of "error". This is a further deepening and improving of the second language learning and acquisition phenomenon of Chinese second language acquisition researchers. Bias refers to a phenomenon in which the learner deviates from the target language law in the second language learning process, and this kind of interlanguage is somewhat different from the target language. But in most cases, these gaps are regular in their own right and can be traced to their causes, so they can be treated as false. As an important concept in the study of second language acquisition (SLA), "bias" has a milestone significance and is a window to observe the cognitive and psychological process of L2 learners. Learners' errors in second language learning are divided into interlingual errors, intralingual errors and cognitive errors. Dulay Burt Krashenn (1982) and Lu Jianji (1994). Tian Shan (1995) divided the non-comparative errors which could not be explained by mother tongue transfer into five categories: substitution, analogy, avoidance, simplification and inducement. Zhao Jin Ming (2002) arranges the rank sequence of foreigners' grammatical errors in Chinese: sentences that are impossible to appear in Chinese (blackboard wipe Ali clean, sentences that do not conform to Chinese grammar). I hope you like this place and make it badly. In modern Chinese, hybridity often occurs as a language disease. Since the first language will be mixed language disease, second language learning will inevitably also appear. Zhou Xiaobing classifies errors in introduction to Teaching Chinese as a Foreign language (2010). From the view of mathematical model, there are five kinds of errors: adding errors, omitting, misplacing, error-generation and hybridity. As a language disease, hybridity often occurs in language communication. The inclusion of hybridity into the category of second language acquisition errors enriches the connotation of error analysis. Therefore, hybridity is not only a study of language, but also an object of study of Chinese as a second language teaching and acquisition. On the basis of previous studies, this paper takes the composition of foreign students as the basic data, carries on the hybridity research analysis, and carries on the concrete elaboration to its category and the reason. The first chapter is the introduction, which introduces the current situation of modern Chinese hybridity, foreign language hybridity and the source of this paper. The second chapter is the analysis of the types of mixed errors, with the composition of the foreign students collected as the basic data, focusing on the category of hybridity. The third chapter is the analysis of the causes of mixed errors, through the category of hybrids error trace its causes. The fourth chapter is the conclusion, mainly through the foreign students composition hybridity phenomenon category and causes, and put forward some teaching suggestions.
【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】：2013
【分類號】：H195

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相關(guān)期刊論文 前4條

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本文編號：1949596