【摘要】：在當(dāng)前,國(guó)內(nèi)關(guān)于標(biāo)點(diǎn)符號(hào)本體的研究比較全面,而在對(duì)外漢語(yǔ)教學(xué)中標(biāo)點(diǎn)符號(hào)的研究經(jīng)常被忽視。尤其是在針對(duì)母語(yǔ)為阿拉伯語(yǔ)留學(xué)生使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)的研究更是空缺。同時(shí)在僅有的對(duì)外漢語(yǔ)標(biāo)點(diǎn)符號(hào)的研究中,大多趨向于針對(duì)東南亞國(guó)家、日韓以及英語(yǔ)國(guó)家留學(xué)生的研究。筆者在研究生期間,參與了本校的對(duì)外漢語(yǔ)教學(xué)實(shí)踐,期間就發(fā)現(xiàn)漢語(yǔ)標(biāo)點(diǎn)符號(hào)這部分的只是在對(duì)外漢語(yǔ)教學(xué)中經(jīng)常被忽略,并導(dǎo)致留學(xué)生在學(xué)習(xí)和使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)的過(guò)程中經(jīng)常出現(xiàn)很多偏誤。在歷史的長(zhǎng)河中,阿拉伯民族和中華民族的文化和傳統(tǒng)保持著緊密聯(lián)系的。21世紀(jì)之后,中國(guó)與阿拉伯國(guó)家的合作進(jìn)入了一個(gè)歷史性的階段。雙方互相支持、尊重和平等相待,已經(jīng)成為可以信賴的好朋友�，F(xiàn)在阿拉伯學(xué)生學(xué)習(xí)漢語(yǔ)的人越來(lái)越多,于是我感覺(jué)到補(bǔ)充和完善這部分研究的必要性和重要性。之后我有考察了湖南大學(xué)初級(jí)與高級(jí)留學(xué)生使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)的情況,并且在HSK動(dòng)態(tài)語(yǔ)料庫(kù)中查找相關(guān)的資料,同時(shí)借鑒了針對(duì)其他地域或語(yǔ)種留學(xué)生漢語(yǔ)標(biāo)點(diǎn)符號(hào)研究的資料。首先,筆者根據(jù)學(xué)生的母語(yǔ)背景,翻閱相關(guān)的資料。歸納出阿拉伯語(yǔ)中標(biāo)點(diǎn)符號(hào)的使用規(guī)律。總結(jié)出漢語(yǔ)和阿拉伯語(yǔ)標(biāo)點(diǎn)符號(hào)使用頻次最多的十種進(jìn)行研究。在標(biāo)點(diǎn)符號(hào)的功能和形式進(jìn)行比較分析。總結(jié)出它們形式和功能的異同點(diǎn)。其次是精心篩選預(yù)料,對(duì)阿拉伯留學(xué)生進(jìn)行詳細(xì)的語(yǔ)料調(diào)查。并同時(shí)在眾多語(yǔ)料庫(kù)中歸納偏誤的類型。二者結(jié)合起來(lái),分析漢語(yǔ)標(biāo)點(diǎn)符號(hào)存在誤用、多余和空缺的現(xiàn)象。采用問(wèn)調(diào)查和語(yǔ)料分析的辦法,完整的分析了母語(yǔ)為阿拉伯語(yǔ)留學(xué)生在使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)中所出現(xiàn)的問(wèn)題,從書(shū)寫(xiě)形式的偏誤,書(shū)寫(xiě)格式的偏誤以及功能偏誤三個(gè)方面進(jìn)行具體的研究,對(duì)阿拉伯留學(xué)生使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)的偏誤進(jìn)行總結(jié)和歸納。并一一進(jìn)行詳細(xì)的分析和舉例。最后,筆者也結(jié)合已有的研究成果中,關(guān)于完善標(biāo)點(diǎn)符號(hào)教學(xué)的建議,再加上自己在實(shí)踐教學(xué)中總結(jié)的經(jīng)驗(yàn),同時(shí)在針對(duì)阿拉伯留學(xué)生漢語(yǔ)標(biāo)點(diǎn)符號(hào)的研究,給出自己的一些關(guān)于完善教材,提高講授的水平,采取比較法進(jìn)行針對(duì)性教學(xué)等等建議。本文意在完善對(duì)外漢語(yǔ)教學(xué)中標(biāo)點(diǎn)符號(hào)這部分,尤其是針對(duì)母語(yǔ)阿拉伯語(yǔ)留學(xué)生使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)存在的困難,找出偏誤并分析原因,并且給出解決的建議。希望本文的研究能夠?yàn)樘岣邔?duì)外漢語(yǔ)教學(xué)質(zhì)量做出本人微薄的貢獻(xiàn)。
[Abstract]:At present, the domestic research on punctuation Noumenon is relatively comprehensive, but the study of punctuation mark is often ignored in teaching Chinese as a foreign language. Especially in the study of the use of Chinese punctuation marks for native Arabic students. At the same time, most of the researches on punctuation marks in TCSL tend to focus on students from Southeast Asian countries, Japan and South Korea and English speaking countries. During my post-graduate years, I participated in the teaching practice of TCFL. During this period, I found that the Chinese punctuation mark was often ignored in teaching Chinese as a foreign language. In the process of learning and using Chinese punctuation marks, there are often many errors. In the long river of history, the cultures and traditions of the Arab nation and the Chinese nation are closely linked. After the 21st century, the cooperation between China and the Arab countries has entered a historic stage. Both sides support each other, respect and treat each other equally, have become trusted good friends. Now there are more and more Arab students learning Chinese, so I feel the necessity and importance of complementing and perfecting this part of the study. Then I examined the use of Chinese punctuation marks by junior and senior students at Hunan University, and searched the HSK dynamic corpus for relevant data. At the same time, it draws lessons from the study of Chinese punctuation marks for foreign students from other regions and languages. First of all, the author according to the background of the students mother tongue, read the relevant materials. The rules of punctuation in Arabic are summarized. Ten kinds of punctuation marks in Chinese and Arabic are studied. The function and form of punctuation mark are compared and analyzed. Summarize the similarities and differences between their forms and functions. The second is the careful screening of the expected Arab students to carry out a detailed corpus investigation. And at the same time in a large number of corpus to conclude the types of errors. Combining the two, this paper analyzes the phenomenon of misuse, redundancy and vacancy of Chinese punctuation marks. By using the methods of inquiry and corpus analysis, this paper analyzes the problems of native Arabic students in using Chinese punctuation marks, from the error of writing form. The errors of writing format and function are studied concretely, and the errors of Arabic students using Chinese punctuation marks are summarized and summarized. And carries on the detailed analysis and the example one by one. Finally, the author also combined with the existing research results, on the improvement of punctuation teaching suggestions, plus their own experience in practical teaching, at the same time for Arab students in the study of punctuation marks in Chinese, Some suggestions are given on how to improve the teaching materials, how to improve the teaching level, and how to use the comparative method to carry out the targeted teaching and so on. The purpose of this paper is to perfect the punctuation mark in teaching Chinese as a foreign language, especially in view of the difficulties existing in the use of Chinese punctuation marks by native Arabic students, to find out the errors and to analyze the reasons, and to give some suggestions to solve them. I hope this study can contribute to improving the quality of teaching Chinese as a foreign language.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H195.3

【引證文獻(xiàn)】

中國(guó)碩士學(xué)位論文全文數(shù)據(jù)庫(kù) 前2條

1 冬歌（M.C.H.RANATHUNGA）;斯里蘭卡學(xué)生漢語(yǔ)標(biāo)點(diǎn)符號(hào)習(xí)得偏誤分析[D];天津師范大學(xué);2017年

2 李玲;中高級(jí)留學(xué)生習(xí)得漢語(yǔ)標(biāo)點(diǎn)符號(hào)的偏誤分析及教學(xué)對(duì)策[D];遼寧師范大學(xué);2017年

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本文編號(hào)：2311056