本文選題：泰國(guó)留學(xué)生 + 漢語(yǔ)標(biāo)點(diǎn)符號(hào)��； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：標(biāo)點(diǎn)符號(hào)是書(shū)面語(yǔ)言的重要組成部分之一,是書(shū)面表達(dá)中不可缺少的輔助工具。漢語(yǔ)標(biāo)點(diǎn)符號(hào)是泰國(guó)留學(xué)生學(xué)習(xí)漢語(yǔ)時(shí)遇到的主要問(wèn)題之一。關(guān)于標(biāo)點(diǎn)符號(hào)的教學(xué)研究在中國(guó)的漢語(yǔ)教育中雖然得到了一定的關(guān)注,卻在對(duì)外漢語(yǔ)教學(xué)領(lǐng)域沒(méi)有得到相應(yīng)的重視,從而導(dǎo)致外國(guó)留學(xué)生在學(xué)習(xí)漢語(yǔ)的過(guò)程中會(huì)產(chǎn)生各類偏誤。特別是在學(xué)習(xí)漢語(yǔ)寫(xiě)作的過(guò)程中,他們對(duì)漢語(yǔ)標(biāo)點(diǎn)符號(hào)的分類以及各類標(biāo)點(diǎn)符號(hào)的規(guī)范用法的了解不是非常全面,加上教師在教學(xué)過(guò)程中對(duì)標(biāo)點(diǎn)符號(hào)這部分的忽視,以及教材對(duì)這一方面的知識(shí)介紹的缺乏,使他們?cè)跐h語(yǔ)寫(xiě)作中產(chǎn)生了不少漢語(yǔ)標(biāo)點(diǎn)符號(hào)方面的偏誤。本文以天津師范大學(xué)初級(jí)漢語(yǔ)水平的泰國(guó)留學(xué)生、高級(jí)漢語(yǔ)水平的泰國(guó)留學(xué)生為研究對(duì)象,以英語(yǔ)為母語(yǔ)的肯尼亞留學(xué)生和漢語(yǔ)母語(yǔ)者為對(duì)照組,進(jìn)行關(guān)于標(biāo)點(diǎn)符號(hào)在對(duì)外漢語(yǔ)教學(xué)中運(yùn)用的調(diào)查問(wèn)卷的句讀測(cè)試,概括他們使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)時(shí)產(chǎn)生的偏誤類型,采用統(tǒng)計(jì)學(xué)法統(tǒng)計(jì)其正確率、偏誤率,分析這些偏誤產(chǎn)生的原因。本文通過(guò)調(diào)查發(fā)現(xiàn):初和高級(jí)漢語(yǔ)水平的泰國(guó)留學(xué)生在使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)時(shí)都存在著偏誤。初級(jí)漢語(yǔ)留學(xué)生使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)種類相對(duì)單一,逗號(hào)、句號(hào)的偏誤率較高,主要錯(cuò)誤是多標(biāo)。高級(jí)漢語(yǔ)水平的泰國(guó)留學(xué)生使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)種類較多,逗號(hào)和引號(hào)的偏誤率較高,主要錯(cuò)誤是錯(cuò)標(biāo)。漢語(yǔ)水平越高,漢語(yǔ)標(biāo)點(diǎn)符號(hào)的偏誤率越小;標(biāo)點(diǎn)符號(hào)偏誤情況、偏誤類型與調(diào)查者的國(guó)別、母語(yǔ)也有一定的關(guān)系。在三個(gè)國(guó)家的比照中,肯尼亞留學(xué)生使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)的情況最差,其次是泰國(guó)留學(xué)生,最好的是中國(guó)大學(xué)生。并且三個(gè)國(guó)家的差異性極顯著。這說(shuō)明,肯尼亞留學(xué)生并沒(méi)有受到英語(yǔ)有標(biāo)點(diǎn)符號(hào)的影響而比泰國(guó)好,這也說(shuō)明書(shū)面語(yǔ)中沒(méi)有標(biāo)點(diǎn)符號(hào)的國(guó)家更容易學(xué)好漢語(yǔ)標(biāo)點(diǎn)符號(hào),有標(biāo)點(diǎn)的母語(yǔ)負(fù)遷移比較嚴(yán)重。中國(guó)學(xué)生母語(yǔ)就是漢語(yǔ),水平自然比較高,錯(cuò)誤率自然比較低。此外,教材中對(duì)漢語(yǔ)標(biāo)點(diǎn)符號(hào)的注解和教師對(duì)漢語(yǔ)標(biāo)點(diǎn)符號(hào)的講解都會(huì)影響到留學(xué)生學(xué)習(xí)和使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)。最后,根據(jù)研究結(jié)果,結(jié)合標(biāo)點(diǎn)符號(hào)在漢語(yǔ)教學(xué)中的實(shí)際情況,本文提出了漢語(yǔ)標(biāo)點(diǎn)符號(hào)在對(duì)外漢語(yǔ)教學(xué)中的基本策略。比如:教師要因材施教,教材與講義要詳略得當(dāng),教學(xué)方法要合理運(yùn)用等。希望本文對(duì)泰國(guó)留學(xué)生更好地使用漢語(yǔ)標(biāo)點(diǎn)符號(hào)能有所幫助。
[Abstract]:Punctuation is one of the important components of written language and an indispensable auxiliary tool in written expression. Chinese punctuation marks are one of the main problems encountered by Thailand students when they study Chinese. The teaching research on punctuation marks in Chinese Chinese education in China, although it has got some attention, but in the teaching of Chinese as a foreign language. In the process of learning Chinese, they are not very fully aware of the classification of Chinese punctuation marks and the standard usage of punctuation marks in the process of learning Chinese, and the teachers' punctuation in the course of teaching. This part of the neglect, as well as the lack of knowledge introduction to this aspect of the teaching material, has made a lot of errors in Chinese punctuation in Chinese writing. This article is based on the Thailand students of the junior Chinese at the Tianjin Normal University and the Thailand students of the advanced Chinese level as the research object, and the English study of the native Kenya. As the control group, the students and Chinese native speakers are used as the control group to carry out the sentence reading test of the questionnaire used in the teaching of Chinese as a foreign language, summarize the types of errors produced when they use Chinese punctuation symbols, and use statistics to statistics their correct rate, error rate, and analyze the causes of these errors. Chinese students in Thailand have errors when using Chinese punctuation marks. Primary Chinese students use Chinese punctuation as relatively single, comma, and sentence errors are high, and the main errors are multi standard. High level Chinese students with Chinese students use more Chinese mark types, comma and quotes error rates. Higher, the main error is the wrong mark. The higher the Chinese level, the lower the Chinese punctuation error rate, the punctuation error, the error type and the country of the investigators, the mother tongue also has a certain relationship. In the three countries, the Kenya students use Chinese punctuation marks the worst, followed by the Thailand students, the best is the middle The difference between the three countries is very significant. This shows that the students in Kenya are not affected by the punctuation marks in English and are better than those in Thailand. It is also easier to learn Chinese punctuation marks in a country without punctuation in the specification language, and the negative transfer of the native language is serious. In addition, the annotation of Chinese punctuation marks and the explanation of the Chinese punctuation marks in the teaching materials will affect the students to learn and use Chinese punctuation marks. Finally, according to the results of the study, the Chinese punctuation characters are put forward in combination with the actual situation of punctuation in Chinese teaching. The basic strategies in teaching Chinese as a foreign language, such as teachers should be taught in accordance with their aptitude, the teaching materials and lectures should be detailed and appropriate, and the teaching methods should be properly used. It is hoped that this article will help the students of Thailand to better use Chinese punctuation symbols.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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本文編號(hào)：1961647