日韓留學(xué)生漢語時間詞語偏誤分析
發(fā)布時間：2018-09-07 13:02
【摘要】：本文在研究過程中密切聯(lián)系對外漢語教材,以二語習(xí)得理論為基礎(chǔ),從偏誤分析和對比分析的角度出發(fā),結(jié)合前人的研究,將時間詞語分為時間詞和時間短語兩大類。其中時間詞主要是時間名詞,時間短語包括表時間概念的名詞短語、方位短語、介詞短語、由指示詞“這、那”與時間詞語組合而成的短語。本文從北京語言大學(xué)的《HSK動態(tài)作文語料庫》中搜集日本和韓國留學(xué)生的作文共7377篇,運用第二語言習(xí)得理論,采取偏誤分析和對比分析的研究方法,研究了日韓留學(xué)生時間詞語的偏誤類型和產(chǎn)生偏誤的原因,提出一些具有針對性的教學(xué)建議。通過對語料的分析研究,我們發(fā)現(xiàn)日本和韓國留學(xué)生在使用時間詞語表達時間概念時的主要偏誤是誤代、遺漏、生造、錯序和冗余五種類型。其中,誤代數(shù)量最多,所占比例最大,其次是遺漏、生造、錯序和冗余。本文運用偏誤分析和對比分析的研究方法,從時間詞和時間短語兩個方面具體分析了上述五種偏誤類型的表現(xiàn)情況,并對偏誤進行了糾正。本文通過對日韓留學(xué)生時間詞語偏誤的研究,進一步對日韓留學(xué)生漢語時間詞語的偏誤進行了原因分析,并將其分為內(nèi)部因素和外部因素。內(nèi)部因素主要包括母語知識的負遷移,目的語知識的過度泛化,漢語時間詞語的靈活性、特殊性和漢語的經(jīng)濟性,以及留學(xué)生認知策略對漢語學(xué)習(xí)的影響。外部因素主要包括教師教學(xué)對留學(xué)生漢語學(xué)習(xí)的影響以及教學(xué)所用教材和學(xué)生所用工具書對其漢語學(xué)習(xí)的影響。根據(jù)對日本和韓國留學(xué)生在漢語時間詞語方面的偏誤類型和偏誤原因的分析,本文提出了三項留學(xué)生時間詞語教學(xué)的建議,即嘗試運用對比辨析的教學(xué)方法,在教學(xué)中注重結(jié)構(gòu)化教學(xué),指導(dǎo)留學(xué)生正確使用學(xué)習(xí)策略,并對對外漢語教材的編寫和詞典的編纂也提出了一些有益的建議。
[Abstract]:Based on the theory of second language acquisition and from the perspective of error analysis and comparative analysis, this paper divides time words into two categories: time words and time phrases. Time words are mainly temporal nouns, and temporal phrases include noun phrases, locative phrases, prepositional phrases, and phrases combined with time words, which are composed of the demonstrative word "this, that" and the temporal word. This paper collects 7377 compositions of Japanese and Korean students from the HSK dynamic composition Corpus of Beijing language and language University. Using the theory of second language acquisition, the author adopts the methods of error analysis and contrastive analysis. This paper studies the types of errors and the causes of errors in time words of Japanese and Korean students, and puts forward some pertinent teaching suggestions. Through the analysis and study of the corpus, we find that the main errors of Japanese and Korean students in using time words to express the concept of time are wrong generation, omission, creation, wrong order and redundancy. Among them, the number of false generation is the most, the proportion is the largest, followed by omissions, birth, order and redundancy. By using the methods of error analysis and contrastive analysis, this paper analyzes the performance of the above five types of errors from two aspects of time words and time phrases, and corrects them. Based on the study of the errors of time words of Japanese and Korean students, this paper further analyzes the causes of errors in Chinese words of Japanese and Korean students, and divides them into internal and external factors. Internal factors mainly include the negative transfer of mother tongue knowledge, the overgeneralization of target language knowledge, the flexibility, particularity and economy of Chinese language, and the influence of foreign students' cognitive strategies on Chinese learning. The external factors mainly include the influence of teachers' teaching on foreign students' Chinese learning and the influence of teaching materials and reference books used by students on their Chinese learning. Based on the analysis of the types of errors and the causes of errors of Japanese and Korean students in Chinese time words, this paper puts forward three suggestions for the teaching of time words for foreign students, that is, to try to use the teaching method of comparative discrimination. In the course of teaching, the author pays attention to structured teaching, instructs foreign students to use learning strategies correctly, and puts forward some useful suggestions for compiling textbooks and compiling dictionaries for Chinese as a foreign language.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3
本文編號：2228339
[Abstract]:Based on the theory of second language acquisition and from the perspective of error analysis and comparative analysis, this paper divides time words into two categories: time words and time phrases. Time words are mainly temporal nouns, and temporal phrases include noun phrases, locative phrases, prepositional phrases, and phrases combined with time words, which are composed of the demonstrative word "this, that" and the temporal word. This paper collects 7377 compositions of Japanese and Korean students from the HSK dynamic composition Corpus of Beijing language and language University. Using the theory of second language acquisition, the author adopts the methods of error analysis and contrastive analysis. This paper studies the types of errors and the causes of errors in time words of Japanese and Korean students, and puts forward some pertinent teaching suggestions. Through the analysis and study of the corpus, we find that the main errors of Japanese and Korean students in using time words to express the concept of time are wrong generation, omission, creation, wrong order and redundancy. Among them, the number of false generation is the most, the proportion is the largest, followed by omissions, birth, order and redundancy. By using the methods of error analysis and contrastive analysis, this paper analyzes the performance of the above five types of errors from two aspects of time words and time phrases, and corrects them. Based on the study of the errors of time words of Japanese and Korean students, this paper further analyzes the causes of errors in Chinese words of Japanese and Korean students, and divides them into internal and external factors. Internal factors mainly include the negative transfer of mother tongue knowledge, the overgeneralization of target language knowledge, the flexibility, particularity and economy of Chinese language, and the influence of foreign students' cognitive strategies on Chinese learning. The external factors mainly include the influence of teachers' teaching on foreign students' Chinese learning and the influence of teaching materials and reference books used by students on their Chinese learning. Based on the analysis of the types of errors and the causes of errors of Japanese and Korean students in Chinese time words, this paper puts forward three suggestions for the teaching of time words for foreign students, that is, to try to use the teaching method of comparative discrimination. In the course of teaching, the author pays attention to structured teaching, instructs foreign students to use learning strategies correctly, and puts forward some useful suggestions for compiling textbooks and compiling dictionaries for Chinese as a foreign language.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3
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