初級漢語水平中亞留學生量詞使用偏誤分析
發(fā)布時間：2018-11-01 11:50
【摘要】：具有豐富的量詞是漢語的一個重要特征,與非漢藏語系的語言相比,漢語中的量詞不僅要充當度量衡,還要在數(shù)詞與名詞(或動詞)結(jié)合表數(shù)量時作為中介充當單位詞,因此在對外漢語教學中是留學生學習的重點和難點之一。 本文以來華的中亞留學生為研究對象,主要考察他們在學習和應用漢語量詞時所產(chǎn)生的偏誤現(xiàn)象。當今中亞學生主要以俄語為相互之間交流的主要用語,而俄語屬于印歐語系,與漢語的語法結(jié)構(gòu)差異較大,俄語中也沒有與漢語量詞完全對應的詞類,因此中亞學生對漢語量詞的學習尤為吃力。另外,作為對外漢語的教學者和研究者,相較于對歐美教學對象而言,我們在針對中亞學生漢語教學方面的研究以及教材和工具書編寫上都略顯滯后,在課堂教學時采用的方法也不夠科學,教學效率和質(zhì)量有待提高,這就使得中亞留學生在對漢語量詞的使用上產(chǎn)生了更多的偏誤現(xiàn)象。如不及時糾正,則會進一步加深這些偏誤的頑固性,最終影響學生運用漢語進行交際的能力和信心。本文以中介語理論、偏誤分析理論為指導,以收集的中亞留學生在課堂回答,作業(yè)練習以及考試中出現(xiàn)的量詞偏誤為主要語料,對收集的語料進行描述和歸類,探討其產(chǎn)生的原因。最后對如何改進對中亞留學生漢語量詞的教學闡述了自己的觀點和建議。 通過對收集的偏誤現(xiàn)象進行分析研究,并按性質(zhì)分類,本文將中亞留學生在漢語量詞上產(chǎn)生的偏誤分為“量詞誤用”、“量詞遺漏”、“量詞誤加”、“量詞短語錯序”這四種類型。而產(chǎn)生偏誤的原因又可分為內(nèi)部因素和外部因素。內(nèi)部因素包括了母語的負遷移和不當?shù)膶W習策略和態(tài)度。外部因素則包括了漢語量詞的繁多、教學方法的不足以及相應教材和工具書的缺乏。而針對這些偏誤產(chǎn)生的原因,本文建議通過采取直接法教學,加強中俄二語對比分析,提高教師對俄語的了解,把握合適的糾錯原則,改進教材及工具書等方式提高針對中亞留學生的漢語教學質(zhì)量,爭取達到事半功倍的效果。
[Abstract]:Having abundant quantifiers is an important feature of Chinese. Compared with non-Chinese-Tibetan languages, quantifiers in Chinese should not only act as weights and measures, but also act as an intermediary as unit words when numerals are combined with nouns (or verbs). Therefore, in the teaching of Chinese as a foreign language, it is one of the key and difficult points for foreign students to learn. This paper focuses on the students from Central Asia who came to China to study and apply Chinese classifiers. Nowadays, the students of Central Asia mainly use Russian as the main language to communicate with each other, and Russian belongs to the Indo-European department, which is quite different from the grammatical structure of Chinese, and there are no parts of speech corresponding to Chinese classifiers in Russian. Therefore, the study of Chinese classifiers is particularly difficult for the students of Central Asia. In addition, as a teacher and researcher of Chinese as a foreign language, compared with the teaching objects of Europe and the United States, our research on Chinese teaching for students in Central Asia, as well as the compilation of textbooks and reference books, has lagged behind. The methods used in classroom teaching are not scientific, and the teaching efficiency and quality need to be improved. If not corrected in time, it will further deepen the stubbornness of these errors and ultimately affect the students' communicative ability and confidence in using Chinese. Under the guidance of interlanguage theory and error analysis theory, this paper describes and classifies the collected corpus based on the collected errors in classroom answers, homework exercises and tests. The causes of its occurrence are discussed. Finally, the author expounds his views and suggestions on how to improve the teaching of Chinese classifiers for students from Central Asia. By analyzing and studying the phenomenon of errors collected, and classifying them according to their nature, this paper divides the errors in Chinese quantifiers into three categories: "misuse of quantifiers", "omissions of classifiers", "addition of errors of quantifiers". The four types of "quantifier phrase misorder". The causes of errors can be divided into internal factors and external factors. Internal factors include negative transfer of mother tongue and inappropriate learning strategies and attitudes. External factors include the variety of Chinese quantifiers, the shortage of teaching methods and the lack of corresponding textbooks and reference books. In view of the causes of these errors, this paper suggests that through direct teaching, we should strengthen the contrastive analysis of Chinese and Russian languages, improve teachers' understanding of Russian, and grasp the appropriate error-correcting principles. Improve teaching materials and reference books to improve the quality of Chinese teaching for students from Central Asia, and strive to achieve twice the result with half the effort.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3
本文編號：2303838
[Abstract]:Having abundant quantifiers is an important feature of Chinese. Compared with non-Chinese-Tibetan languages, quantifiers in Chinese should not only act as weights and measures, but also act as an intermediary as unit words when numerals are combined with nouns (or verbs). Therefore, in the teaching of Chinese as a foreign language, it is one of the key and difficult points for foreign students to learn. This paper focuses on the students from Central Asia who came to China to study and apply Chinese classifiers. Nowadays, the students of Central Asia mainly use Russian as the main language to communicate with each other, and Russian belongs to the Indo-European department, which is quite different from the grammatical structure of Chinese, and there are no parts of speech corresponding to Chinese classifiers in Russian. Therefore, the study of Chinese classifiers is particularly difficult for the students of Central Asia. In addition, as a teacher and researcher of Chinese as a foreign language, compared with the teaching objects of Europe and the United States, our research on Chinese teaching for students in Central Asia, as well as the compilation of textbooks and reference books, has lagged behind. The methods used in classroom teaching are not scientific, and the teaching efficiency and quality need to be improved. If not corrected in time, it will further deepen the stubbornness of these errors and ultimately affect the students' communicative ability and confidence in using Chinese. Under the guidance of interlanguage theory and error analysis theory, this paper describes and classifies the collected corpus based on the collected errors in classroom answers, homework exercises and tests. The causes of its occurrence are discussed. Finally, the author expounds his views and suggestions on how to improve the teaching of Chinese classifiers for students from Central Asia. By analyzing and studying the phenomenon of errors collected, and classifying them according to their nature, this paper divides the errors in Chinese quantifiers into three categories: "misuse of quantifiers", "omissions of classifiers", "addition of errors of quantifiers". The four types of "quantifier phrase misorder". The causes of errors can be divided into internal factors and external factors. Internal factors include negative transfer of mother tongue and inappropriate learning strategies and attitudes. External factors include the variety of Chinese quantifiers, the shortage of teaching methods and the lack of corresponding textbooks and reference books. In view of the causes of these errors, this paper suggests that through direct teaching, we should strengthen the contrastive analysis of Chinese and Russian languages, improve teachers' understanding of Russian, and grasp the appropriate error-correcting principles. Improve teaching materials and reference books to improve the quality of Chinese teaching for students from Central Asia, and strive to achieve twice the result with half the effort.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3
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