以英语为母语的汉语学习者习得“是”字句的偏误分析

发布时间：2018-04-02 19:43

本文选题：“是”字句　切入点：偏误分析　出处：《湖南大学》2013年硕士论文

【摘要】：在现代汉语中，“是”字句是一个相当重要的句型。“是”字句的结构复杂多样而且语义丰富，以英语为母语的汉语学习者在习得“是”字句时常常出现大量偏误。目前国内关于“是”字句的本体研究颇多，但是针对以英语为母语的汉语学习者习得“是”字句的偏误的研究还非常少。本文以本体研究为基础，运用英汉语言对比分析、偏误分析等方法，通过分析从语料库中收集到的语料，，对英语为母语的汉语学习者习得“是”字句的偏误类型进行概括，并探讨偏误产生的原因，从而提出一些建议，希望对“是”字句的教学尤其是针对以英语为母语的汉语学习者“是”字句的教学有所启示和帮助。本文共分为四个部分：第一部分为引言，这部分说明了本课题研究的缘由，并从目前“是”字句的本体研究和对外汉语教学研究两个大的方面对其进行了综述，同时也阐述了本文的研究价值、研究理论和研究方法。最后，说明了语料来源，限定了本文的研究范围。第二部分对收集到的语料进行分析，从遗漏、误加、误用、错序以及“S+是+O”中“S”和“O”关系的不对应这五个方面概括了以英语为母语的汉语学习者习得“是”字句的偏误类型。第三部分针对第二部分总结的偏误类型，从母语的干扰、“是”字句本身的复杂性、学习环境的影响三个方面分析了“是”字句偏误产生的原因。其中学习环境的影响又包括教材的编写、教师的教学以及学生的学习这三个方面的阐述。第四部分探讨的是“是”字句的偏误分析对对外汉语教学的启示，提出要加强“是”字句的对比研究，加强“是”字句的英汉对比，并对“是”字句在教材中的编写安排以及教师的教学提出了一些建设性的意见。最后一部分为结语，这部分以简练的语言从三个方面对全文的重要内容和结论进行了概括与总结。
[Abstract]:In modern Chinese, the word "is" is a very important sentence pattern.The structure of "you" sentence is complex and diverse, and the meaning is rich. Chinese learners who use English as their mother tongue often make a large number of errors in the acquisition of "yes" sentence.At present, there are a lot of researches on the Noumenon of "is" sentence in China, but there is little research on the error of "is" sentence acquired by native English learners.Based on the ontological study, this paper, by means of comparative analysis and error analysis between English and Chinese, summarizes the types of errors in English native language learners' acquisition of "is" by analyzing the data collected from the corpus.This paper also discusses the causes of errors, and puts forward some suggestions, hoping to enlighten and help the teaching of "is" sentences, especially for Chinese learners who are native speakers of English.This paper is divided into four parts:The first part is the introduction, which explains the reason of this research, and summarizes it from two aspects, namely, the Noumenon study of "is" sentence and the teaching of Chinese as a foreign language. At the same time, it also expounds the research value of this paper.Research theory and research methods.Finally, it explains the source of the corpus and limits the scope of this study.The second part is the analysis of the collected data, from the omission, wrong addition, misuse,The misorder and the uncorrespondence between "S" and "O" in "S is O" summarize the types of errors in the acquisition of "is" by native English-speaking Chinese learners.The third part analyzes the causes of the errors in the second part from three aspects: the interference of the mother tongue, the complexity of the word "is" and the influence of the learning environment.The influence of learning environment includes the compilation of textbooks, the teaching of teachers and the study of students.The fourth part discusses the enlightenment of the error analysis of the "is" sentence to the teaching of Chinese as a foreign language, and puts forward that we should strengthen the contrastive study of the "is" sentence and the contrast between the English and the Chinese characters of the "you" sentence.It also puts forward some constructive suggestions on the arrangement of compiling the word "is" in the textbook and the teachers' teaching.The last part is the conclusion, which generalizes and summarizes the main contents and conclusions in three aspects.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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