泰国留学生习得汉语“在”字介词框架研究

发布时间：2019-06-12 02:29

【摘要】：汉语虚词教学是对外汉语教学中的一个重点和难点,其中,介词教学尤为如此。在与泰国留学生的口语交流中,在对泰国留学生的汉语教学中,我们发现了大量关于汉语“在”字介词框架使用错误的现象,因而我们认为很有必要对泰国留学生习得汉语“在”字介词框架的偏误现象进行研究。本文首先从汉语本体的角度对汉语中较为常用的“在”字介词框架进行系统分析,分别对“在……上”、“在……中”、“在……下”、“在……里”四组“在”字介词框架作出较为全面的分析,包括句法分析、语义分析、其中的介词“在”以及方位词的隐现情况。接着,对从北京语言大学HSK动态作文语料库和西南大学文学院本科阶段泰国留学生写作课的作文中所收集到的有关汉语“在”字介词框架的偏误语料进行分门别类的分析,分别对上述四组“在”字介词框架按遗漏、误加、误代、错序四种偏误类型进行分析。通过分析,我们发现以上四类偏误的错误率按从高到低顺序排列为：遗漏偏误误代偏误误加偏误错序偏误；而四组“在”字介词框架的错误率按从高到低顺序排列为：“在……上”“在……中”“在……里”“在……下”。在偏误分析的基础上,我们尽可能全面地寻找出产生偏误的原因,主要包括母语负迁移、目的语的过度泛化、教材和教学的不足、目的语本身的复杂等等。最后,有针对性地提出了一些教学建议,主要有加强对比分析,包括语际对比分析和语内对比分析；合理编排教材,即要强调“在”字介词框架的整体性,同时注重知识点在教材中的重现；发挥教师的作用,教师应该针对学生的具体情况而灵活运用教材,起到查漏补缺,强化提高的作用；加强汉语本体研究,我们建议将“在”字介词框架的本体研究成果词典化,这样既起到知识点集中重现的效果,又方便学生记忆和查阅。
[Abstract]:The teaching of Chinese function words is a key and difficult point in teaching Chinese as a foreign language, especially preposition teaching. In the oral communication with Thai students and in the teaching of Chinese to Thai students, we have found a large number of errors in the use of the preposition framework of the Chinese word "in". Therefore, we think it is necessary to study the error phenomenon of Thai students' acquisition of the Chinese preposition framework. First of all, this paper makes a systematic analysis of the preposition framework of "Zheng", which is commonly used in Chinese from the point of view of Chinese ontology, and makes a systematic analysis of the preposition framework of "in". Go, go. In "," in. Under "," in. This paper makes a comprehensive analysis of the preposition framework of "four groups", including syntactic analysis and semantic analysis, in which the preposition "in" and the hidden situation of locative words are analyzed. Then, the error corpus collected from the HSK dynamic composition Corpus of Beijing language University and the writing course of Thai students in the undergraduate stage of Southwest University of Arts is classified and analyzed, and the four groups of preposition frames of "in" are analyzed according to four types of errors: omission, error addition, error substitution and misorder. Through the analysis, we find that the error rates of the above four kinds of errors in the order from high to low are as follows: omission error substitution error plus error order error, while the error rate of the four groups of "in" preposition frame is arranged as follows: "in the order from high to low, the error rate of the four groups of" in "preposition frame is as follows:" in the order from high to low, the error rate of the above four kinds of errors is as follows: " Go on, "yes." Yes, "yes, yes. In the "in. Li "is" in. Go down. On the basis of error analysis, we find out the causes of errors as comprehensively as possible, including negative transfer of mother tongue, excessive generalization of target language, shortage of teaching materials and teaching, complexity of target language itself and so on. Finally, some teaching suggestions are put forward, such as strengthening contrastive analysis, including interlingual contrastive analysis and intralingual contrastive analysis; reasonable arrangement of teaching materials, that is, emphasizing the integrity of the preposition framework of the word "in" and paying attention to the reproduction of knowledge points in the teaching materials; giving full play to the role of teachers, teachers should flexibly use teaching materials according to the specific situation of students, and play the role of checking gaps and making up for gaps and strengthening the improvement. To strengthen the study of Chinese ontology, we suggest that the ontology research results of "in" preposition framework should be lexicalized, which not only has the effect of centralized reproduction of knowledge points, but also facilitates students' memory and consultation.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】