本文選題：語篇銜接手段 + 習(xí)得　； 參考：《南昌大學(xué)》2013年碩士論文

【摘要】：根據(jù)漢語語篇銜接手段的分類,本文選取84篇近2萬字印尼本土初級漢語學(xué)習(xí)者的敘述體作文語料,考察其語篇銜接的語法手段、連接手段和詞匯手段在語篇銜接中的運(yùn)用情況,統(tǒng)計(jì)其總使用量、正正確數(shù)量、正確率、偏誤數(shù)量和偏誤率。我們發(fā)現(xiàn)印尼初級漢語學(xué)習(xí)者敘述體語篇銜接手段的習(xí)得情況分布很不平衡。在所有的語篇銜接手段中,省略這一銜接手段的偏誤率是最高的,時(shí)間銜接手段的正確率是最高的。語法手段的偏誤率明顯高于詞匯手段和連接手段,連接手段方面的偏誤率是最小的。使用最多的篇章銜接手段是語法手段,相對較少的是連接手段。 印尼初級漢語學(xué)習(xí)者敘述體語篇銜接手段偏誤產(chǎn)生的原因主要有四個(gè)：母語的負(fù)遷移、大綱編排的影響、教材編排的影響和課堂教學(xué)的影響。母語的負(fù)遷移主要表現(xiàn)為印尼人自身語言文化、思維方式和篇章組織方式的影響。大綱編排的影響表現(xiàn)為現(xiàn)行大綱語篇意識較弱,較少涉及語篇銜接手段,即使涉及,其完整性也有待商榷。教材編排的影響表現(xiàn)為教材基本未體現(xiàn)系統(tǒng)的語篇知識和語篇練習(xí)。課堂教學(xué)的影響可從教師和學(xué)生兩方面來考察：教師專業(yè)素養(yǎng)不夠,課堂講解、練習(xí)設(shè)計(jì)和作業(yè)批改時(shí)不重視語篇；學(xué)生不恰當(dāng)?shù)靥子媚康恼Z規(guī)則等會對偏誤的產(chǎn)生造成影響。 針對這些原因,本文提出如下相應(yīng)建議：大綱應(yīng)從總體設(shè)計(jì)、語篇銜接成分排序、例句設(shè)計(jì)等方面加以改進(jìn),教材應(yīng)從編寫理論、課文內(nèi)容、注釋、例句、練習(xí)等方面加以改進(jìn),課堂教學(xué)應(yīng)從教師素養(yǎng)、課堂講解、練習(xí)設(shè)計(jì)、作業(yè)批改以及學(xué)生學(xué)習(xí)策略等方面進(jìn)行優(yōu)化。
[Abstract]:According to the classification of cohesive devices in Chinese discourse, this paper selects 84 narrative body compositions of nearly 20,000 words of primary Indonesian Chinese learners to investigate their grammatical devices of textual cohesion. The usage of connective devices and lexical devices in discourse cohesion is analyzed, and the total usage, correct quantity, correct rate, error quantity and error rate are calculated. We find that the acquisition of discourse cohesive devices in primary Chinese learners in Indonesia is uneven. Among all the cohesive devices, the error rate of ellipsis is the highest, and the correct rate of temporal cohesion is the highest. The error rate of grammatical devices is significantly higher than that of lexical devices and connective devices. The most commonly used cohesive devices are grammatical devices and relatively few are connective devices. There are four main reasons for the errors in the discourse cohesion of primary Chinese learners in Indonesia: the negative transfer of mother tongue, the influence of outline arrangement, the influence of textbook arrangement and the influence of classroom teaching. The negative transfer of native language mainly reflects the influence of Indonesian language culture, thinking mode and text organization. The influence of syllabus arrangement is that the awareness of syllabus is weak and the cohesion devices are less involved. Even if it does, the integrity of syllabus is still open to question. The influence of textbook arrangement is that the textbook basically does not embody systematic text knowledge and text exercises. The influence of classroom teaching can be examined from two aspects: teachers' professional quality is not enough, classroom instruction, practice design and homework correction do not attach importance to text, and students' improper application of target language rules will have an impact on errors. In view of these reasons, this paper puts forward the following suggestions: the outline should be improved from the aspects of overall design, text cohesion composition ranking, example sentence design and so on, and the textbook should be improved from writing theory, text content, annotation, example sentence, etc. The classroom teaching should be optimized from the aspects of teacher accomplishment, classroom explanation, exercise design, homework correction and students' learning strategy.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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本文編號：2020619