英语背景汉语学习者翻译式偏误分析
发布时间：2018-08-23 13:31
【摘要】： 自从1984年鲁健骥从国外引进了“偏误”和“中介语”这两个概念,国内对外汉语教学界就掀起了关于偏误分析的研究热潮。20多年来,这方面的研究取得了巨大的进展,但是,在偏误分析中注重翻译问题的研究很少,或者说,以往的研究都不是从翻译的角度出发的。事实上,学习者开始学习一门新语言的时候,不可能具备目的语的思维方式,所以在用目的语表达的时候,往往是先用母语组织要表达的内容,然后翻译成目的语,在翻译中就会出现不同程度的偏误。本文认为,从翻译的角度对学习者这时产生的偏误进行分析是必要的,我们可以从这一学习者必经的过程中寻找汉语作为第二语言的学习特点,乃至学习规律,从而为对外汉语教学提供参考。本文拟结合翻译理论,以可利用的汉语中介语语料库为辅助,针对英语背景汉语学习者学习汉语中出现的偏误进行分析。 论文主要包括以下几个部分: 绪论主体部分简要地叙述了英语背景汉语学习者偏误分析的研究成果,梳理了它们各自阐述的侧重点,从而得出一个结论,即针对英语背景汉语学习者的研究还很不充分,而且目前还没有从翻译的角度来探讨偏误分析的论文和著作。基于此,本文认为,借助于翻译理论的偏误分析是一个很新的课题。 第一章主要以学生造句作业的104句偏误语例为语料,运用翻译的定义翻译单位等翻译理论进行偏误分析。文章详细分析了有代表性的语例,再现了英语背景汉语学习者借助翻译手段进行汉语表达的过程,通过英汉语言的对比分析,通过104句偏误语例的句式句类的统计分析,得出翻译式偏误所具有的三个特点:采用基于英语的直译;翻译单位主要是词和词组;主要使用简单的句子。 第二章分别从客观角度和主观角度分析翻译式偏误的原因,同时探索翻译式偏误的发展阶段。文章认为翻译式偏误的客观原因是英汉语言在翻译中的不对等因素,包括词层的不对等、词组层的不对等和句子层的不对等。翻译式偏误的主观语原因有两个方面,一是翻译单位的选择不当,表现为所使用的翻译单位偏小、翻译单位的选择缺乏灵活性。二是学习者的语言学知识和文化学知识的欠缺。在翻译式偏误特点和原因分析的基础上,本章还探索了翻译式偏误的发展阶段,即从直线对应偏误到模块对应偏误,再到立体对应偏误。 第三章针对英语背景汉语学习者的翻译式偏误,提出了一些在对外汉语教学中可以考虑改进的建议。第一,加强英汉语言的词层对比以提高词层对应的准确度。第二,加强英汉语言的句子层对比以提高句子转换的准确度。第三,从宏观上加强语言学和文化学知识的学习。
[Abstract]:Since the introduction of the concepts of "bias" and "interlanguage" by Lu Jianji from abroad in 1984, there has been a research boom on error analysis in the field of teaching Chinese as a foreign language in China for more than 20 years, and great progress has been made in this area. In error analysis, there is little attention to translation, or previous studies are not from the perspective of translation. In fact, when learners begin to learn a new language, it is impossible for them to have the mode of thinking of the target language, so when expressing in the target language, they often use the content of the mother tongue organization first and then translate it into the target language. In translation, there will be errors of varying degrees. This paper argues that it is necessary to analyze the errors of learners from the perspective of translation. We can look for the learning characteristics of Chinese as a second language and even the learning rules from the perspective of translation. So as to provide a reference for teaching Chinese as a foreign language. Based on the translation theory, this paper aims to analyze the errors in the learning of Chinese language in English background with the help of the available Chinese interlanguage corpus. The thesis mainly includes the following parts: the main part of the introduction briefly describes the research results of error analysis of English background Chinese learners, combs their respective emphases, and draws a conclusion. That is to say, the research on Chinese learners with English background is not enough, and there are no papers and works on error analysis from the perspective of translation. Based on this, this paper argues that error analysis with the help of translation theory is a new topic. The first chapter mainly takes 104 sentence errors as the corpus and uses translation theory such as the definition of translation unit to analyze the errors. This paper analyzes the typical examples in detail and reproduces the process of Chinese learners expressing Chinese in English background by means of translation. Through the contrastive analysis of English and Chinese, the statistical analysis of sentence types of 104 errors is made. There are three characteristics of translation errors: literal translation based on English, words and phrases in translation units and simple sentences. Chapter two analyzes the causes of translation errors from both objective and subjective perspectives, and explores the developmental stages of translation errors. This paper argues that the objective causes of translation errors are the non-equivalence of English and Chinese languages in translation, including the non-equivalence of word level, the non-equivalence of phrase level and the non-equivalence of sentence level. There are two reasons for the subjective translation errors. One is the improper choice of translation units, which shows that the translation units used are small and the choice of translation units lacks flexibility. The second is the lack of linguistic knowledge and cultural knowledge of learners. On the basis of the analysis of the characteristics and causes of translation errors, this chapter also explores the development stage of translation errors, that is, from linear correspondence errors to module ones, and then to stereoscopic errors. In the third chapter, some suggestions are put forward to improve the translation errors of English background Chinese learners in teaching Chinese as a foreign language. First, strengthen the lexical comparison between English and Chinese to improve the accuracy of lexical level correspondence. Second, strengthen the sentence level contrast between English and Chinese to improve the accuracy of sentence conversion. Third, strengthen the study of linguistic and cultural knowledge from the macro level.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
本文编号：2199219
[Abstract]:Since the introduction of the concepts of "bias" and "interlanguage" by Lu Jianji from abroad in 1984, there has been a research boom on error analysis in the field of teaching Chinese as a foreign language in China for more than 20 years, and great progress has been made in this area. In error analysis, there is little attention to translation, or previous studies are not from the perspective of translation. In fact, when learners begin to learn a new language, it is impossible for them to have the mode of thinking of the target language, so when expressing in the target language, they often use the content of the mother tongue organization first and then translate it into the target language. In translation, there will be errors of varying degrees. This paper argues that it is necessary to analyze the errors of learners from the perspective of translation. We can look for the learning characteristics of Chinese as a second language and even the learning rules from the perspective of translation. So as to provide a reference for teaching Chinese as a foreign language. Based on the translation theory, this paper aims to analyze the errors in the learning of Chinese language in English background with the help of the available Chinese interlanguage corpus. The thesis mainly includes the following parts: the main part of the introduction briefly describes the research results of error analysis of English background Chinese learners, combs their respective emphases, and draws a conclusion. That is to say, the research on Chinese learners with English background is not enough, and there are no papers and works on error analysis from the perspective of translation. Based on this, this paper argues that error analysis with the help of translation theory is a new topic. The first chapter mainly takes 104 sentence errors as the corpus and uses translation theory such as the definition of translation unit to analyze the errors. This paper analyzes the typical examples in detail and reproduces the process of Chinese learners expressing Chinese in English background by means of translation. Through the contrastive analysis of English and Chinese, the statistical analysis of sentence types of 104 errors is made. There are three characteristics of translation errors: literal translation based on English, words and phrases in translation units and simple sentences. Chapter two analyzes the causes of translation errors from both objective and subjective perspectives, and explores the developmental stages of translation errors. This paper argues that the objective causes of translation errors are the non-equivalence of English and Chinese languages in translation, including the non-equivalence of word level, the non-equivalence of phrase level and the non-equivalence of sentence level. There are two reasons for the subjective translation errors. One is the improper choice of translation units, which shows that the translation units used are small and the choice of translation units lacks flexibility. The second is the lack of linguistic knowledge and cultural knowledge of learners. On the basis of the analysis of the characteristics and causes of translation errors, this chapter also explores the development stage of translation errors, that is, from linear correspondence errors to module ones, and then to stereoscopic errors. In the third chapter, some suggestions are put forward to improve the translation errors of English background Chinese learners in teaching Chinese as a foreign language. First, strengthen the lexical comparison between English and Chinese to improve the accuracy of lexical level correspondence. Second, strengthen the sentence level contrast between English and Chinese to improve the accuracy of sentence conversion. Third, strengthen the study of linguistic and cultural knowledge from the macro level.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
【引证文献】
相关期刊论文 前1条
1 杨恬;;美国留学生英译汉练习中的偏误考察——以在华短期汉语班为例[J];云南师范大学学报(对外汉语教学与研究版);2011年03期
相关硕士学位论文 前4条
1 谢纪新;初级汉语教材中副词的英文注释问题研究[D];吉林大学;2011年
2 金鑫;汉英语序对比与对外汉语教学[D];东北师范大学;2011年
3 殷悦;英语背景汉语学习者状语语序偏误分析[D];吉林大学;2012年
4 安贤熙;外国留学生汉语学习中常见偏误研究[D];辽宁大学;2012年
，本文编号：2199219
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