留学生“为”的使用偏误研究
发布时间：2018-10-11 12:09
【摘要】：我国汉语国际推广事业近年来发展迅速,但仍有许多问题亟待解决。虚词教学尤其是介词教学一直是对外汉语教学中的难点和重点,而“为”兼具介词和动词两种词性,用法丰富,留学生较难掌握。本文选取“为”作为研究对象对于更有效地开展对外汉语教学工作是很有现实意义的。 本文以北京语言大学HSK动态作文语料库中收集的312例“为”的偏误语料为依据,对留学生“为”的使用偏误情况进行考察分析,总结了“为”的偏误类型,分析了其产生偏误的原因,并在此基础上对“为”的对外汉语教学提出建议。本文的论述分为四个部分。 第一部分是绪论。介绍本文选题缘由、意义；综合“为”的研究现状；说明本文的研究对象和所使用的语料；本文拟采用的理论和研究步骤。 第二部分是对留学生“为”使用偏误类型的描写分析。这部分主要运用中介语理论和偏误分析理论,分析总结了“为”的误用、遗漏、误加、错序四种偏误类型。误用部分主要分析了“为”和“为了”、“是”等相近的介词、动词在意义、句法分布和语用情态方面的异同。遗漏部分着重考察了整个句子遗漏介词“为”、固定格式中遗漏介词“为”及双音节合成词中构词成分“为”的遗漏,分析了造成遗漏的原因。误加部分将纷繁驳杂的误加偏误归为语义重复或语义不通的“为”的误加和杂揉的误加两种类型。错序部分简要分析了“为”的使用顺序错误的具体情形。这些为其后的偏误规避提供了依据 第三部分对留学生“为”使用偏误的原因进行探讨并提出相应的教学建议。留学生“为”的使用偏误主要归结为本体研究不足、母语负迁移、目的语规则泛化、学习环境影响和交际策略的影响五个方面的原因。接下来在前文基础上提出相应的教学建议。主要包括夯实本体研究；科学编排教材,以利于教师教学和学生自学；教师灵活采用对比式教学法和精讲活练教学法,以提高教学效率 第四部分是结语。这部分总结了本文的研究成果,并指出本文是对“为”与相近词的辨析的一次尝试,或能有益于丰富“为”的相关本体研究。限于学力、眼力、精力等,本文尚有“为”的习得顺序、汉字文化圈和非汉字文化圈的留学生对“为”的掌握过程有何区别等问题没有论述,有待进一步深入考察。
[Abstract]:Chinese international promotion has developed rapidly in recent years, but there are still many problems to be solved. Function teaching, especially preposition teaching, has always been a difficult and important point in teaching Chinese as a foreign language. However, it is difficult for foreign students to master both prepositions and verbs because of their rich usage. It is of practical significance to choose Bei as the object of study for more effective teaching of Chinese as a foreign language. Based on 312 "as" errors collected from the HSK dynamic composition Corpus of Beijing language and language University, this paper makes an investigation and analysis on the use of "Bei" by foreign students, and summarizes the types of "Bei" errors. This paper analyzes the causes of the errors, and puts forward some suggestions for the teaching of Chinese as a foreign language. This paper is divided into four parts. The first part is the introduction. This paper introduces the reason and significance of this topic, the research status quo of "for", the research object and the corpus used in this paper, and the theory and research steps to be adopted in this paper. The second part is a descriptive analysis of the types of errors used by foreign students. This part mainly uses the interlanguage theory and the error analysis theory to analyze and summarize four kinds of error types: "Wei" misuse, omission, error addition and error order. The misuse mainly analyzes the similarities and differences in meaning, syntactic distribution and pragmatic modality of similar prepositions such as "Bei" and "for" and "is". The omission part focuses on the omission of the preposition "Yes" in the whole sentence, the omission of the preposition "as" in the fixed format and the omission of the word-forming component "as" in the disyllabic compound word, and analyzes the causes of the omission. In the wrong addition part, the numerous and complicated errors are classified into two types: the semantic repetition or the wrong addition of the semantic error and the wrong addition of the error-rubbing. The misordering section briefly analyzes the use of "as" in a wrong order. These provide a basis for the third part to explore the causes of the use of bias for foreign students and put forward corresponding teaching suggestions. The errors in the use of "Wei" for foreign students are mainly attributed to the lack of ontological research, the negative transfer of mother tongue, the generalization of target language rules, the influence of learning environment and the influence of communication strategies. Then put forward the corresponding teaching suggestions on the basis of the above. It mainly includes ramming up the research of ontology; arranging teaching materials scientifically in order to facilitate teachers' teaching and students' self-study; teachers' flexible use of contrastive teaching method and concise practice teaching method to improve teaching efficiency the fourth part is the conclusion. This part summarizes the research results of this paper, and points out that this paper is an attempt to differentiate and analyze "Bei" and similar words, or it can be beneficial to enrich the relevant ontological research of "Wei". Limited to academic ability, eyesight, energy and so on, this article still has "for" the acquisition order, the Chinese character cultural circle and the non-Chinese character cultural circle foreign student has not discussed to "Bei" the master process and so on question has not discussed, waits for further thorough investigation.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2264140
[Abstract]:Chinese international promotion has developed rapidly in recent years, but there are still many problems to be solved. Function teaching, especially preposition teaching, has always been a difficult and important point in teaching Chinese as a foreign language. However, it is difficult for foreign students to master both prepositions and verbs because of their rich usage. It is of practical significance to choose Bei as the object of study for more effective teaching of Chinese as a foreign language. Based on 312 "as" errors collected from the HSK dynamic composition Corpus of Beijing language and language University, this paper makes an investigation and analysis on the use of "Bei" by foreign students, and summarizes the types of "Bei" errors. This paper analyzes the causes of the errors, and puts forward some suggestions for the teaching of Chinese as a foreign language. This paper is divided into four parts. The first part is the introduction. This paper introduces the reason and significance of this topic, the research status quo of "for", the research object and the corpus used in this paper, and the theory and research steps to be adopted in this paper. The second part is a descriptive analysis of the types of errors used by foreign students. This part mainly uses the interlanguage theory and the error analysis theory to analyze and summarize four kinds of error types: "Wei" misuse, omission, error addition and error order. The misuse mainly analyzes the similarities and differences in meaning, syntactic distribution and pragmatic modality of similar prepositions such as "Bei" and "for" and "is". The omission part focuses on the omission of the preposition "Yes" in the whole sentence, the omission of the preposition "as" in the fixed format and the omission of the word-forming component "as" in the disyllabic compound word, and analyzes the causes of the omission. In the wrong addition part, the numerous and complicated errors are classified into two types: the semantic repetition or the wrong addition of the semantic error and the wrong addition of the error-rubbing. The misordering section briefly analyzes the use of "as" in a wrong order. These provide a basis for the third part to explore the causes of the use of bias for foreign students and put forward corresponding teaching suggestions. The errors in the use of "Wei" for foreign students are mainly attributed to the lack of ontological research, the negative transfer of mother tongue, the generalization of target language rules, the influence of learning environment and the influence of communication strategies. Then put forward the corresponding teaching suggestions on the basis of the above. It mainly includes ramming up the research of ontology; arranging teaching materials scientifically in order to facilitate teachers' teaching and students' self-study; teachers' flexible use of contrastive teaching method and concise practice teaching method to improve teaching efficiency the fourth part is the conclusion. This part summarizes the research results of this paper, and points out that this paper is an attempt to differentiate and analyze "Bei" and similar words, or it can be beneficial to enrich the relevant ontological research of "Wei". Limited to academic ability, eyesight, energy and so on, this article still has "for" the acquisition order, the Chinese character cultural circle and the non-Chinese character cultural circle foreign student has not discussed to "Bei" the master process and so on question has not discussed, waits for further thorough investigation.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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