突尼斯学生习得汉语介词“在、给、对”的偏误分析

发布时间：2018-08-01 15:13

【摘要】：本文在中介语理论的指导下,采用问卷调查,针对突尼斯学生学习汉语的一般规律及特点,结合调查结果,对突尼斯学生学习汉语介词做了偏误分析研究。在偏误分析的基础上,总结出了主要偏误类型,突尼斯学生最常见的介词偏误现象,介词偏误产生的原因,并从不同角度对教学提出了一些建议。绪论部分我们首先陈述了介词偏误的相关研究成果,介绍了本文选题的意义与价值、理论依据及研究范围和研究方法。第一部分概述所收集的偏误情况,分两个部分:偏误的收集与类型分析;对每个偏误类型结合现代汉语研究成果进行分析改正,并总结出突尼斯学生学习介词常出现的偏误类型有冗余、遗漏、错序、误用四种。其中,介词遗漏所占比例最大。第二部分以突尼斯学生使用介词的频率为依据,初步归纳出三个使用频率最高的介词作为偏误分析对象,即“在”、“给”、“对”。通过案例分析,得出这类介词偏误的主要原因。第三部分在对偏误用例分析的基础上,我们探讨出产生偏误的原因是多方面的:受母语负迁移的影响;受学生所掌握到的目的语知识的限制;受教师教学引导不足的影响;受学习方式、交际方式、学习态度的影响;受教材和工具书的影响等等。其中,母语负迁移和教学引导不足是主要原因。结语部分针对产生偏误的原因,从不同角度提出了一些有针对性的教学对策,包括五个部分:利用母语的正迁移作用;利用两个语言对比法教学;加强教学引导;加强教材编写与研究;提高学生汉语学习策略。
[Abstract]:Under the guidance of interlanguage theory, this paper makes an error analysis of Tunisian students' learning Chinese prepositions according to the general rules and characteristics of Tunisian students' learning Chinese. Based on the analysis of errors, this paper summarizes the main types of errors, the most common preposition errors of Tunisian students, the causes of preposition errors, and puts forward some suggestions on teaching from different angles. In the introduction part, we first state the related research results of preposition bias, and introduce the significance and value of this topic, theoretical basis, research scope and research methods. The first part is an overview of the collected errors, which is divided into two parts: the collection and type analysis of errors, the analysis and correction of each error type combined with the research results of modern Chinese. It also concludes that there are four types of errors which often occur in Tunisian students' learning prepositions: redundancy, omission, wrong order and misuse. Among them, preposition omission accounts for the largest proportion. The second part is based on the frequency of the use of prepositions by Tunisian students, and preliminarily induces three prepositions with the highest frequency as the object of error analysis, that is, "yes", "give" and "yes". Through the case analysis, the main reasons of this kind of preposition error are obtained. In the third part, on the basis of the analysis of error cases, we find out that the causes of errors are various: influenced by negative transfer of mother tongue, restricted by students' knowledge of target language, influenced by teachers' insufficient guidance in teaching; Influenced by learning style, communication style, learning attitude; influenced by textbooks and reference books, etc. Among them, the negative transfer of mother tongue and insufficient teaching guidance are the main reasons. In the conclusion part, aiming at the causes of errors, the author puts forward some teaching countermeasures from different angles, including five parts: positive transfer of mother tongue, contrastive teaching of two languages, strengthening of teaching guidance; Strengthen the compilation and research of textbooks and improve students' Chinese learning strategies.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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