【摘要】：由于漢語(yǔ)不實(shí)行分詞連寫(xiě)的特點(diǎn)，，漢語(yǔ)閱讀的停頓成了自古以來(lái)討論不休的問(wèn)題。隨著時(shí)間的推移，標(biāo)點(diǎn)符號(hào)的應(yīng)運(yùn)而生，斷句的問(wèn)題已經(jīng)基本被解決，但是詞界切分仍存在偏誤。特別是在“騎馬詞”面前，一部分中國(guó)人，也需要經(jīng)過(guò)重復(fù)閱讀才能做出正確的判斷。 當(dāng)“漢語(yǔ)熱”散發(fā)向全世界，越來(lái)越多的外國(guó)人開(kāi)始關(guān)注中國(guó)、學(xué)習(xí)漢語(yǔ)的時(shí)候，閱讀過(guò)程中的詞界切分問(wèn)題就變得比以往更加復(fù)雜。對(duì)于中國(guó)人而言即使沒(méi)有豐富的漢語(yǔ)知識(shí)，但因?yàn)槭悄刚Z(yǔ)，長(zhǎng)期生活在此環(huán)境中會(huì)產(chǎn)生語(yǔ)感，我們也知道這句話應(yīng)該如何停頓、切分、斷句和理解。但是對(duì)于學(xué)習(xí)漢語(yǔ)的外國(guó)人來(lái)說(shuō)，這些所謂的“語(yǔ)感”從何而來(lái)呢？因此，漢語(yǔ)老師應(yīng)該注意培養(yǎng)學(xué)生的漢語(yǔ)語(yǔ)感，從而正確地進(jìn)行詞界切分，提高漢語(yǔ)理解和運(yùn)用的能力。 借于在韓國(guó)從事漢語(yǔ)教學(xué)的便利條件，我們從韓國(guó)學(xué)生入手，了解他們?cè)跐h語(yǔ)閱讀中詞界切分的能力和特點(diǎn)，特別是遇到騎馬詞時(shí)會(huì)采用何種閱讀策略，促使自己能夠進(jìn)行正確的詞界切分和語(yǔ)義提取。筆者精心設(shè)計(jì)了相關(guān)測(cè)試題，對(duì)韓國(guó)學(xué)生進(jìn)行了測(cè)試實(shí)驗(yàn)，實(shí)驗(yàn)調(diào)查過(guò)程中筆者運(yùn)用了包括筆試、口試、觀察、訪談等方法，收集到許多有效的信息和數(shù)據(jù)。 根據(jù)調(diào)查過(guò)程中對(duì)韓國(guó)學(xué)生的觀察和反饋數(shù)據(jù)的分析，筆者了解了韓國(guó)學(xué)生在漢語(yǔ)閱讀中經(jīng)常使用的策略和切分詞語(yǔ)時(shí)產(chǎn)生的偏誤。在遇到“騎馬詞”時(shí)，為了能正確切分詞界，他們經(jīng)常使用熟詞提取、聯(lián)系上下文和情景語(yǔ)境、語(yǔ)用多方位的經(jīng)驗(yàn)知識(shí)以及回讀、試讀等方法，以尋求最佳答案。他們?cè)谇蟹謺r(shí)產(chǎn)生的偏誤主要有合并式切分和分裂式切分。這些偏誤暴露了他們的一些不足，特別是語(yǔ)言知識(shí)和文化知識(shí)的欠缺，導(dǎo)致他們不能正確切分詞界，提取意思。同時(shí)，也了解到學(xué)生哪些方面的不足制約了他們的漢語(yǔ)閱讀水平和能力，比如語(yǔ)言知識(shí)和文化知識(shí)的欠缺等等。 在閱讀的成功策略和偏誤方面，韓國(guó)學(xué)生與其他國(guó)家學(xué)生有許多共性特點(diǎn)，但也存在一些韓國(guó)學(xué)生的獨(dú)特性，例如：韓國(guó)學(xué)生對(duì)韻律感的應(yīng)用要好于歐美國(guó)家的學(xué)生。韓國(guó)是漢字文化圈國(guó)家之一，但是在韓國(guó)現(xiàn)代社會(huì)能熟練使用漢字的年輕人越來(lái)越少，因此在沒(méi)有拼音標(biāo)注的情況下，韓國(guó)中老年人的閱讀能力比年輕人要強(qiáng)很多。 為了進(jìn)一步提升韓國(guó)學(xué)生的漢語(yǔ)閱讀詞界切分能力，教師還要做出很多努力。在贊同前人提出的擴(kuò)大學(xué)生詞匯量、運(yùn)用上下文語(yǔ)境促進(jìn)理解等建議的基礎(chǔ)上，筆者認(rèn)為還有幾點(diǎn)應(yīng)該引起對(duì)外漢語(yǔ)教師們的注意，例如怎么樣把單詞變成“熟詞”，如何幫助學(xué)生對(duì)已學(xué)過(guò)的知識(shí)進(jìn)行梳理與總結(jié)，如何設(shè)計(jì)一些有針對(duì)性的練習(xí)，讓學(xué)生有更多的操練機(jī)會(huì)，等等。由此可見(jiàn)，隨著對(duì)外漢語(yǔ)教學(xué)理論和實(shí)踐的不斷深化，對(duì)教師的要求也越來(lái)越高。教師在教學(xué)方法、教學(xué)內(nèi)容、教學(xué)手段上都有可以提升的空間，我們?nèi)耘f是任重而道遠(yuǎn)。
[Abstract]:The pause of Chinese reading has become a problem that has been discussed since ancient times because of the characteristics of Chinese non-Chinese word segmentation and writing. With the passage of time and the emergence of punctuation, the problem of the sentence has been solved basically, but the segmentation of the word boundary still exists. In particular, in front of the "horse-riding word", a part of the Chinese people also need to repeat the reading before making the correct judgment. When the "heat and heat" is distributed to the world, more and more foreigners begin to pay attention to China, and when learning Chinese, the word-boundary segmentation problem in the reading process becomes more complex than in the past For Chinese, even if there is no rich Chinese knowledge, because it is the mother tongue, the long-term life will produce a sense of speech in this environment, and we also know how the sentence should stop, split, sentence and rule. But for foreigners who learn Chinese, these so-called "sense of language" come from So, Chinese teachers should pay attention to the development of the Chinese language sense of the students, so as to correctly carry out the word-boundary segmentation and improve the understanding and application of Chinese language On the condition of the convenience of the Chinese teaching in the Republic of Korea, we begin with the Korean students to understand their ability and characteristics of the word-boundary segmentation in the Chinese reading, especially when it comes to riding the word, what kind of reading strategy will be used to make it possible to carry out the correct word-and-word segmentation and the language The author designed the relevant test questions, and carried out the test experiment to the Korean students. In the course of the experiment, the author applied the methods including the written test, the oral examination, the observation, the interview and so on, and collected many valid information and data. According to the analysis of the observation and feedback data of Korean students in the course of the investigation, the author knows the strategies and words used by the Korean students in Chinese reading In the face of the "horse-riding word", in order to be able to cut the word boundary correctly, they often use the methods of familiar word extraction, contact context and context, pragmatic and multi-orientation experience knowledge and readback, trial reading and so on to find out Find the best answer. The bias that they produce at the time of the segmentation is mainly in the form of split-type segmentation. These partial errors have exposed some of their shortcomings, in particular the lack of linguistic knowledge and cultural knowledge, leading to the fact that they can't cut the word boundary correctly At the same time, it is also known that the lack of students has restricted their Chinese reading level and ability, such as language knowledge and cultural knowledge There are many common features of Korean students and other countries in terms of the success strategy and the bias of reading, but there are also some of the uniqueness of Korean students. For example, the application of Korean students to the sense of rhythm is good. South Korea is one of the country's cultural circle countries, but there are fewer and fewer young people who can use Chinese characters in the modern society of South Korea, so the reading capacity ratio of the middle-aged and the middle-aged and the middle-aged and the middle-aged and the middle-aged and the middle-aged and the middle-aged and the middle-aged and the middle-aged Young people have a lot to do. In order to further improve the Chinese reading of Korean students, the ability of the word-to-word segmentation can be further promoted. The author also makes a lot of efforts. On the basis of the suggestion of enlarging the vocabulary of the students and using the context of the context to promote the understanding, the author holds that there are some points that should give rise to the attention of the Chinese teachers, such as how to turn the word into "the word of the world" rd ", how to help the students comb and summarize the learned knowledge, how to design some targeted exercises, and make the students more It can be seen that with the continuous deepening of the theory and practice of the teaching of the Chinese as a foreign language, the teaching of teaching The requirements of the teacher are also higher and higher. The teacher has the space to be promoted in the teaching method, the teaching content and the teaching method, and I
【學(xué)位授予單位】：山東師范大學(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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