印尼初级汉语学习者叙述体语篇衔接手段习得情况及教学策略

发布时间：2018-06-15 04:20

本文选题：语篇衔接手段 + 习得　；参考：《南昌大学》2013年硕士论文

【摘要】：根据汉语语篇衔接手段的分类,本文选取84篇近2万字印尼本土初级汉语学习者的叙述体作文语料,考察其语篇衔接的语法手段、连接手段和词汇手段在语篇衔接中的运用情况,统计其总使用量、正正确数量、正确率、偏误数量和偏误率。我们发现印尼初级汉语学习者叙述体语篇衔接手段的习得情况分布很不平衡。在所有的语篇衔接手段中,省略这一衔接手段的偏误率是最高的,时间衔接手段的正确率是最高的。语法手段的偏误率明显高于词汇手段和连接手段,连接手段方面的偏误率是最小的。使用最多的篇章衔接手段是语法手段,相对较少的是连接手段。印尼初级汉语学习者叙述体语篇衔接手段偏误产生的原因主要有四个：母语的负迁移、大纲编排的影响、教材编排的影响和课堂教学的影响。母语的负迁移主要表现为印尼人自身语言文化、思维方式和篇章组织方式的影响。大纲编排的影响表现为现行大纲语篇意识较弱,较少涉及语篇衔接手段,即使涉及,其完整性也有待商榷。教材编排的影响表现为教材基本未体现系统的语篇知识和语篇练习。课堂教学的影响可从教师和学生两方面来考察：教师专业素养不够,课堂讲解、练习设计和作业批改时不重视语篇；学生不恰当地套用目的语规则等会对偏误的产生造成影响。针对这些原因,本文提出如下相应建议：大纲应从总体设计、语篇衔接成分排序、例句设计等方面加以改进,教材应从编写理论、课文内容、注释、例句、练习等方面加以改进,课堂教学应从教师素养、课堂讲解、练习设计、作业批改以及学生学习策略等方面进行优化。
[Abstract]:According to the classification of cohesive devices in Chinese discourse, this paper selects 84 narrative body compositions of nearly 20,000 words of primary Indonesian Chinese learners to investigate their grammatical devices of textual cohesion. The usage of connective devices and lexical devices in discourse cohesion is analyzed, and the total usage, correct quantity, correct rate, error quantity and error rate are calculated. We find that the acquisition of discourse cohesive devices in primary Chinese learners in Indonesia is uneven. Among all the cohesive devices, the error rate of ellipsis is the highest, and the correct rate of temporal cohesion is the highest. The error rate of grammatical devices is significantly higher than that of lexical devices and connective devices. The most commonly used cohesive devices are grammatical devices and relatively few are connective devices. There are four main reasons for the errors in the discourse cohesion of primary Chinese learners in Indonesia: the negative transfer of mother tongue, the influence of outline arrangement, the influence of textbook arrangement and the influence of classroom teaching. The negative transfer of native language mainly reflects the influence of Indonesian language culture, thinking mode and text organization. The influence of syllabus arrangement is that the awareness of syllabus is weak and the cohesion devices are less involved. Even if it does, the integrity of syllabus is still open to question. The influence of textbook arrangement is that the textbook basically does not embody systematic text knowledge and text exercises. The influence of classroom teaching can be examined from two aspects: teachers' professional quality is not enough, classroom instruction, practice design and homework correction do not attach importance to text, and students' improper application of target language rules will have an impact on errors. In view of these reasons, this paper puts forward the following suggestions: the outline should be improved from the aspects of overall design, text cohesion composition ranking, example sentence design and so on, and the textbook should be improved from writing theory, text content, annotation, example sentence, etc. The classroom teaching should be optimized from the aspects of teacher accomplishment, classroom explanation, exercise design, homework correction and students' learning strategy.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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