塞尔维亚中高级学生常用汉语介词偏误分析与教学对策
发布时间：2018-09-11 16:22
【摘要】：作为第二语言的学习者,外国学生在学习汉语的过程中会产生大量的偏误。分析这些偏误并找出各种原因和解决之道,对于我们进行对外汉语的教学和研究以及对语言本体的研究都具有十分重要的参考价值。 与印欧语系不同,汉语缺少在性、数、格上的形态变化。许多语法意义要靠虚词来表示,因此虚词的使用频率很高。介词作为虚词的一种,在对外汉语教学中是重点和难点。介词位于名词或代词前,与它们一起构成介词短语,在句子中充当状补成分,作用是引出跟动作行为有关的时间、处所、条件、范围、对象等。现代汉语的介词虽然数量有限,但介词是汉语中表达语法意义的一种重要形式,在句子中的出现频率很高,在语法体系中占有非常重要的地位。介词的用法灵活多样,涉及的因素也比较复杂。因为汉语的介词是一个封闭的小类,所以在第二语言学习过程中存在许多问题。但是对于不同母语背景的学习者来说,学习中遇到的问题也是不同的。 因此,在对外汉语教学中如何正确使用介词,不仅是教学重点更是汉语学习者普遍存在的学习难点。本论文以“塞尔维亚中高级学生常用汉语介词偏误分析及教学对策”为主题,在中介语理论的指导下,运用偏误分析法对塞尔维亚学习者在汉语常用介词的学习过程中出现的偏误进行了分析,从而对塞尔维亚学生的介词教学提出一些参考意见。全文共分为5章。 第一章为引论部分。介绍了本文的研究内容和范围、以及研究的现状和意义。 第二章首先参考崔希亮的研究,对比了塞尔维亚学生跟其它欧美学生对汉语介词的使用率。塞尔维亚学生使用率最高的介词是“在、跟、给、和、从、对、于、同、把、为、让、向”。崔希亮并没有针对塞尔维亚学生汉语介词偏误率进行研究,因此我们自己收集了语料库。我们主要采用问卷调查、偏误分析等方法。其中问卷调查在塞尔维亚首都贝尔格莱德语言大学和外国语中学进行；语料来源于贝尔格莱德大学语言文学系和外国语中学学生作文。通过对收集到的塞尔维亚汉语学习者偏误语料进行归纳分析,我们发现错误率最高的是“被”、“给”、“为”、“在”、“对”、“从”、“向”、“把”八个介词。因此本文将这八个介词做为调查研究的对象。通过与崔希亮的研究对比,我们发现塞尔维亚学生使用汉语介词的偏误率与其他欧美学生的偏误率有区别。第二章重点进行偏误分析总结出几种常见类型；接着对偏误类型的共同点从语法层面进行描述,指出每一类偏误的所在。与其他的国家的留学生相似,塞尔维亚汉语学习者使用汉语介词的偏误包括遗漏偏误、冗余偏误、错序偏误、误用偏误四种类型。 第三章主要探讨和分析偏误产生的原因和规律。在对偏误用例分析的基础上我们探讨了产生偏误的根源,指出语际(interlingual),语内(intralingual),策略导致的偏误(strategy based)以及诱导偏误(induced)。 第四章在偏误分析的基础上提出了一些在对外汉语的介词教学中可使用的教学策略和方法。为了避免塞尔维亚学生使用汉语介词出现的偏误,我们将提出一些教学策略：分层教学的策率、对比教学策率、多角度全面讲解与教材方面的建议。 综上所述我们面临两个需要解决的问题： 第一、总结塞尔维亚学生介词错用的类型,找出并分析其原因和规律。 第二、从教学的角度来看,提出相应的教学建议,帮助学生减少偏误。 我们希望可以提高塞尔维亚学生的学习效率,提高汉语教学效果。同时也希望这些分析将有助于整个对外汉语教学的发展。
[Abstract]:As a second language learner, foreign students will produce a lot of errors in the process of learning Chinese. It is of great reference value for us to analyze these errors and find out the reasons and solutions for them.
Unlike Indo-European languages, Chinese lacks in the form of nature, number and case. Many grammatical meanings are expressed by function words, so the use of function words is very frequent. Although the number of prepositions in modern Chinese is limited, prepositions are an important form of expressing grammatical meaning in Chinese. They appear frequently in sentences and play an important role in grammatical system. Because Chinese prepositions are a closed class, there are many problems in the process of second language learning. But for learners with different mother tongue backgrounds, the problems they encounter are also different.
Therefore, how to use prepositions correctly in teaching Chinese as a foreign language is not only the focus of teaching, but also a common learning difficulty for Chinese learners. The author analyzes the errors in the process of learning Chinese prepositions, and puts forward some suggestions on the teaching of prepositions for Serbian students. The full text is divided into five chapters.
The first chapter is the introduction part, which introduces the research content and scope of this article, as well as the present situation and significance of the research.
Chapter 2 first refers to the study of Tricheliang, comparing the use of Chinese prepositions by Serbian students and other European and American students. We collect the corpus by ourselves. We mainly adopt the methods of questionnaire survey and error analysis. The questionnaire survey is conducted at Belgrade Language University and Foreign Language Middle School in the capital of Serbia. The corpus comes from the compositions of the students in the Department of Language and Literature of Belgrade University and Foreign Language Middle School. Through the inductive analysis of learners'errors, we find that the highest error rates are "be", "give", "be", "be", "be", "be", "right", "from", "to" and "ba". Therefore, this paper takes these eight prepositions as the subjects of investigation and study. By comparing with Tricheliang's research, we find that Serbian students use Chinese. The error rate of prepositions is different from that of other European and American students. Chapter two focuses on error analysis and summarizes several common types. Then it describes the common points of error types from the grammatical level and points out where each type of error lies. Similar to foreign students from other countries, Serbian Chinese learners use Chinese prepositions. The errors include omission error, redundancy error, wrong sequence error, misuse bias four types.
The third chapter mainly discusses and analyzes the causes and laws of errors. On the basis of the analysis of error use cases, we discuss the causes of errors, and point out the interlingual, intralingual, strategy-based and induced errors.
Chapter Four puts forward some teaching strategies and methods which can be used in the teaching of Chinese prepositions as a foreign language on the basis of error analysis. To avoid the errors in the use of Chinese prepositions by Serbian students, we will put forward some teaching strategies: the policy rate of stratified teaching, the policy rate of comparative teaching, the comprehensive explanation of multi-angle and the teaching materials. Suggestion.
To sum up, we are faced with two problems that need to be solved.
First, summarize the types of misuse of prepositions in Serbia students, find out and analyze their causes and rules.
Second, from the teaching point of view, we put forward corresponding teaching suggestions to help students reduce errors.
We hope that we can improve the learning efficiency of Serbian students and the teaching effect of Chinese as a foreign language.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2237202
[Abstract]:As a second language learner, foreign students will produce a lot of errors in the process of learning Chinese. It is of great reference value for us to analyze these errors and find out the reasons and solutions for them.
Unlike Indo-European languages, Chinese lacks in the form of nature, number and case. Many grammatical meanings are expressed by function words, so the use of function words is very frequent. Although the number of prepositions in modern Chinese is limited, prepositions are an important form of expressing grammatical meaning in Chinese. They appear frequently in sentences and play an important role in grammatical system. Because Chinese prepositions are a closed class, there are many problems in the process of second language learning. But for learners with different mother tongue backgrounds, the problems they encounter are also different.
Therefore, how to use prepositions correctly in teaching Chinese as a foreign language is not only the focus of teaching, but also a common learning difficulty for Chinese learners. The author analyzes the errors in the process of learning Chinese prepositions, and puts forward some suggestions on the teaching of prepositions for Serbian students. The full text is divided into five chapters.
The first chapter is the introduction part, which introduces the research content and scope of this article, as well as the present situation and significance of the research.
Chapter 2 first refers to the study of Tricheliang, comparing the use of Chinese prepositions by Serbian students and other European and American students. We collect the corpus by ourselves. We mainly adopt the methods of questionnaire survey and error analysis. The questionnaire survey is conducted at Belgrade Language University and Foreign Language Middle School in the capital of Serbia. The corpus comes from the compositions of the students in the Department of Language and Literature of Belgrade University and Foreign Language Middle School. Through the inductive analysis of learners'errors, we find that the highest error rates are "be", "give", "be", "be", "be", "be", "right", "from", "to" and "ba". Therefore, this paper takes these eight prepositions as the subjects of investigation and study. By comparing with Tricheliang's research, we find that Serbian students use Chinese. The error rate of prepositions is different from that of other European and American students. Chapter two focuses on error analysis and summarizes several common types. Then it describes the common points of error types from the grammatical level and points out where each type of error lies. Similar to foreign students from other countries, Serbian Chinese learners use Chinese prepositions. The errors include omission error, redundancy error, wrong sequence error, misuse bias four types.
The third chapter mainly discusses and analyzes the causes and laws of errors. On the basis of the analysis of error use cases, we discuss the causes of errors, and point out the interlingual, intralingual, strategy-based and induced errors.
Chapter Four puts forward some teaching strategies and methods which can be used in the teaching of Chinese prepositions as a foreign language on the basis of error analysis. To avoid the errors in the use of Chinese prepositions by Serbian students, we will put forward some teaching strategies: the policy rate of stratified teaching, the policy rate of comparative teaching, the comprehensive explanation of multi-angle and the teaching materials. Suggestion.
To sum up, we are faced with two problems that need to be solved.
First, summarize the types of misuse of prepositions in Serbia students, find out and analyze their causes and rules.
Second, from the teaching point of view, we put forward corresponding teaching suggestions to help students reduce errors.
We hope that we can improve the learning efficiency of Serbian students and the teaching effect of Chinese as a foreign language.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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