【摘要】：在當前,國內關于標點符號本體的研究比較全面,而在對外漢語教學中標點符號的研究經常被忽視。尤其是在針對母語為阿拉伯語留學生使用漢語標點符號的研究更是空缺。同時在僅有的對外漢語標點符號的研究中,大多趨向于針對東南亞國家、日韓以及英語國家留學生的研究。筆者在研究生期間,參與了本校的對外漢語教學實踐,期間就發(fā)現漢語標點符號這部分的只是在對外漢語教學中經常被忽略,并導致留學生在學習和使用漢語標點符號的過程中經常出現很多偏誤。在歷史的長河中,阿拉伯民族和中華民族的文化和傳統(tǒng)保持著緊密聯系的。21世紀之后,中國與阿拉伯國家的合作進入了一個歷史性的階段。雙方互相支持、尊重和平等相待,已經成為可以信賴的好朋友。現在阿拉伯學生學習漢語的人越來越多,于是我感覺到補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初級與高級留學生使用漢語標點符號的情況,并且在HSK動態(tài)語料庫中查找相關的資料,同時借鑒了針對其他地域或語種留學生漢語標點符號研究的資料。首先,筆者根據學生的母語背景,翻閱相關的資料。歸納出阿拉伯語中標點符號的使用規(guī)律�？偨Y出漢語和阿拉伯語標點符號使用頻次最多的十種進行研究。在標點符號的功能和形式進行比較分析�？偨Y出它們形式和功能的異同點。其次是精心篩選預料,對阿拉伯留學生進行詳細的語料調查。并同時在眾多語料庫中歸納偏誤的類型。二者結合起來,分析漢語標點符號存在誤用、多余和空缺的現象。采用問調查和語料分析的辦法,完整的分析了母語為阿拉伯語留學生在使用漢語標點符號中所出現的問題,從書寫形式的偏誤,書寫格式的偏誤以及功能偏誤三個方面進行具體的研究,對阿拉伯留學生使用漢語標點符號的偏誤進行總結和歸納。并一一進行詳細的分析和舉例。最后,筆者也結合已有的研究成果中,關于完善標點符號教學的建議,再加上自己在實踐教學中總結的經驗,同時在針對阿拉伯留學生漢語標點符號的研究,給出自己的一些關于完善教材,提高講授的水平,采取比較法進行針對性教學等等建議。本文意在完善對外漢語教學中標點符號這部分,尤其是針對母語阿拉伯語留學生使用漢語標點符號存在的困難,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為提高對外漢語教學質量做出本人微薄的貢獻。
[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.
【學位授予單位】：湖南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：H195.3

【引證文獻】

中國碩士學位論文全文數據庫 前2條

1 冬歌（M.C.H.RANATHUNGA）;斯里蘭卡學生漢語標點符號習得偏誤分析[D];天津師范大學;2017年

2 李玲;中高級留學生習得漢語標點符號的偏誤分析及教學對策[D];遼寧師范大學;2017年

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本文編號：2311056