中高级留学生汉语反问句使用偏误考察

发布时间：2018-07-05 18:06

  本文选题：留学生 + 反问句　； 参考：《南京大学》2013年硕士论文

【摘要】：反问句是中国人表情达意的重要手段,也是汉语学习者必须掌握的句型。在多个对外汉语教学大纲中都明确要求留学生能够正确理解并运用反问句,但是在对外汉语教学中,反问句的教学没有引起足够的重视,留学生的习得情况很不理想。 百余年来,反问句的现代汉语本体研究取得了丰硕的成果。但是反问句教学这个方向,20世纪90年代才刚刚开始尝试,对外汉语反问句教学方面的研究也刚刚起步,赵雷、董付兰、于天昱等的对外汉语反问句方面的研究,标志着这一中心研究方向的开启。但同时也存在着一些问题,那就是思路仍有局限,且专著性著作少有。本文尝试以反问句的偏误为切入点,一方面通过调查结果和调查数据为进一步研究反问句教学提供一些可以借鉴的数据和资料,丰富反问句的研究内容。这是本文研究的学术意义；另一方面,统计和分析的结果可以应用于教学实践,为教学实践提供参考和借鉴。这是本文研究的实际意义。 在对外汉语教学中,反问句虽然在初级阶段的课文中会出现一些,但是初级汉语学习者因为汉语理解水平和表达水平有限,所以很少使用。有些在初级阶段学习的反问句,也可能到了中高级阶段才能理解和使用。反问句的学习和使用主要是在中高级阶段。所以本文调查和研究的对象是中高级水平的汉语学习者。按照刘月华等(1983)的《实用现代汉语语法》,带标记的反问句一共可以分为十九小类,本文选择了其中的四个标记词作为研究的对象,分别是：“难道”、“怎么”、“哪儿”、“不是…吗”。 研究偏误需要足够的语料,本文的语料是通过三个途径获得的。一是调查问卷,调查问卷分为两部分,分别考察反问句的理解和反问句的运用。二是语料库检索法,在暨南大学的中介语语料库中输入标记词,通过系统检索和人工筛选相结合的方式,得到符合需要的语料。三是结合教学实践,收集学生在写作中的运用的反问句。对以上三种途径获得的语料进行统计分析后我们发现：首先,在这四类反问句中,留学生最常使用的是“怎么”,其次是“难道”,“不是…吗”和“哪儿”用的比较少。其次,我们把留学生出现的反问句偏误分类整理后发现：反问句的偏误类型比较集中,附加成分的偏误占很大的比例,情态动词的偏误尤为突出。 反问句难以习得,留学生很少使用是多方面因素共同作用的结果,论文的最后分别从大纲的角度、反问句自身的难度和特点方面、学习者使用的学习策略方面来解释。然后通过调查问卷和深度访谈相结合的方式,向中高级的留学生提出了三个问题,从留学生的角度分析反问句在对外汉语教学中的难度和困境。
[Abstract]:Rhetorical sentence is an important means of Chinese expression, and it is also a sentence pattern that Chinese learners must master. In many syllabuses of teaching Chinese as a foreign language, foreign students are required to understand and use rhetorical sentences correctly. However, in the teaching of Chinese as a foreign language, the teaching of rhetorical questions does not attract enough attention, and the acquisition of foreign students is far from satisfactory. For more than a hundred years, the research on modern Chinese ontology of rhetorical sentences has achieved fruitful results. However, the direction of rhetorical question teaching has just begun to try in the 1990s, and the research on the teaching of Chinese rhetorical questions as a foreign language has just started. Zhao Lei, Dong Fulan, Yu Tianyu, etc., have done research on rhetorical sentences as a foreign language. It marks the beginning of the research direction of this center. But at the same time there are some problems, that is, the train of thought is still limited, and monograph works are rare. This paper attempts to use the errors of rhetorical questions as the starting point. On the one hand, through the investigation results and the survey data, we can provide some data and materials for further study on the teaching of rhetorical questions, and enrich the research content of rhetorical questions. On the other hand, the results of statistics and analysis can be applied to teaching practice and provide reference for teaching practice. This is the practical significance of this study. In the teaching of Chinese as a foreign language, although some rhetorical questions will appear in the texts at the primary stage, primary Chinese learners seldom use them because of their limited level of understanding and expression of Chinese. Some rhetorical questions that are learned at the primary stage may not be understood and used until the middle-and-advanced stages. The study and use of rhetorical sentences are mainly in the middle and advanced stage. Therefore, the object of this study is middle-to-advanced Chinese learners. According to "practical Modern Chinese Grammar" by Liu Yuehua et al. (1983), the tagged rhetorical questions can be divided into 19 subcategories. In this paper, four tagging words are selected as the object of study: "is", "how", "where". "No. "?" Enough data are needed to study errors, which are obtained through three ways. First, the questionnaire, which is divided into two parts, respectively, to examine the understanding of rhetorical questions and the use of rhetorical sentences. Secondly, the method of corpus retrieval is used to input marker words into the interlanguage corpus of Jinan University, and through the combination of systematic retrieval and manual screening, the data that meet the needs are obtained. The third is to collect students' rhetorical questions in writing in combination with teaching practice. Through the statistical analysis of the data obtained from the above three ways, we find that, first of all, among the four types of rhetorical sentences, the most frequently used by foreign students is "how", and the second is "," is not "鈥，

本文编号：2101208