發(fā)布時(shí)間：2018-10-22 13:06

【摘要】：句子成分殘缺屬于句法偏誤的類型之一。它是越南留學(xué)生寫作中常常出現(xiàn)的問(wèn)題,直接影響句子表達(dá)的完整性、準(zhǔn)確性,影響讀者對(duì)句意的理解,甚至影響讀者對(duì)段落、篇章的準(zhǔn)確理解。然而目前對(duì)句法成分殘缺的研究很少。因此,對(duì)越南留學(xué)生寫作中的句法成分殘缺研究是對(duì)外漢語(yǔ)教學(xué)研究領(lǐng)域的一個(gè)具有實(shí)際價(jià)值的重要課題。 本文在前人相關(guān)研究成果的基礎(chǔ)上,采用了語(yǔ)料收集、分類整理的方式,通過(guò)對(duì)具體數(shù)據(jù)的科學(xué)統(tǒng)計(jì),對(duì)越南學(xué)生在漢語(yǔ)寫作學(xué)習(xí)中句子成分殘缺類型進(jìn)行分析,探究其產(chǎn)生的原因,提出相應(yīng)的教學(xué)對(duì)策,希望能對(duì)越南學(xué)生學(xué)習(xí)漢語(yǔ)有所幫助。 本文主要采用了對(duì)比分析、中介語(yǔ)、偏誤分析、層次分析法等理論,并運(yùn)用這些理論分析越南留學(xué)生作文句法成分殘缺的類別,主要有主語(yǔ)殘缺、謂語(yǔ)殘缺、賓語(yǔ)殘缺、定語(yǔ)殘缺、狀語(yǔ)殘缺、補(bǔ)語(yǔ)殘缺等,之后分析了句法成分殘缺的原因,主要包括學(xué)生母語(yǔ)負(fù)遷移的影響、目的語(yǔ)規(guī)則泛化、教學(xué)和教材的影響等具體方面,并對(duì)之進(jìn)行了一定的分析和闡述。對(duì)此,我們?cè)诮虒W(xué)中應(yīng)采取相應(yīng)的教學(xué)策略,主要包括合理安排教學(xué)順序、偏誤分析與漢越對(duì)比分析相結(jié)合、分國(guó)別編寫教材、針對(duì)性練習(xí)、加強(qiáng)語(yǔ)感教學(xué)等方面。希望可以減少學(xué)生在書面語(yǔ)表達(dá)中的成分殘缺現(xiàn)狀,從而最終使學(xué)生的寫作能力得到進(jìn)一步的提高。
[Abstract]:The incomplete sentence component belongs to one of the syntactic errors. It is a common problem in the writing of Vietnamese students, which directly affects the completeness and accuracy of sentence expression, the understanding of sentence meaning, and even the accurate understanding of paragraphs and texts. However, there is little research on the incomplete syntactic components at present. Therefore, the study of the incomplete syntactic components in the writing of Vietnamese students is an important subject of practical value in the field of teaching Chinese as a foreign language. On the basis of previous relevant research results, this paper analyzes the incomplete types of sentence components in the learning of Chinese writing by Vietnamese students by means of data collection, classification and statistics. This paper probes into the causes and puts forward the corresponding teaching countermeasures in order to help Vietnamese students to learn Chinese. This paper mainly uses the theories of contrastive analysis, interlanguage, error analysis, analytic hierarchy process and so on, and uses these theories to analyze the categories of the incomplete syntactic components of Vietnamese foreign students' compositions, which are mainly subject incomplete, predicate incomplete, object incomplete, and so on. Secondly, it analyzes the causes of the defects of syntactic components, including the influence of negative transfer of students' mother tongue, the generalization of target language rules, the influence of teaching and teaching materials, and so on. And has carried on the certain analysis and the elaboration to it. In order to solve this problem, we should adopt corresponding teaching strategies in teaching, including reasonable arrangement of teaching order, combination of error analysis and comparative analysis between China and Vietnam, compilation of teaching materials in different countries, targeted exercises, and strengthening of language sense teaching and so on. It is hoped that the present situation of students' incomplete composition in written language can be reduced, and the students' writing ability will be further improved.
【學(xué)位授予單位】：陜西師范大學(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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