论文标题:越南留学生汉语比较句偏误分析及习得顺序考察
An Analysis on the Errors and an Inspection on the Acquisition Order of Chinese Comparative-Sentences by Vietnamese Oversea Students
论文作者 肖小平
论文导师 关英伟,论文学位 硕士,论文专业 语言学与应用语言学
论文单位 广西师范大学,点击次数 239,论文页数 50页File Size581k
2004-04-01论文网 http://www.lw23.com/lunwen_153078167/ 越南留学生; 比较句 ;偏误分析 ;习得顺序考察 ; 教学启示
Vietnamese Oversea Students; Chinese Comparative-Sentences;Errors Analysis; Acquisition Order Inspection; the Teaching Comments.
现代汉语的比较句使用程度副词或一定的结构方式来表达，与印欧语言以词尾变化为手段表达比较有着根本的区别。我们在教学中发现留学生经常出现偏误。而目前对外汉语教学界关于比较句的习得研究成果很少，关于越南留学生的比较句习得的研究成果还没有。因此本文在中介语理论的指导下，在汉语本体比较句研究和第二语言比较句习得研究的基础上，采取语料收集和问卷测试的形式，运用语言对比分析、偏误分析和中介语分析方法，分析越南留学生的比较句偏误,考察越南留学生比较句习得顺序。本文主体部分由四部分组成。第一部分运用偏误分析的方法，通过分析搜集到的原始语料，从遗漏、错序、误加、误用四个方面对越南留学生在使用比较句的过程中的比较标记、比较项、结论项的偏误进行了分析，分析了偏误出现的原因，找出具体的改正办法,并统计了各类偏误在初、中、高三级中的分布情况。第二部分通过问卷测试对90名越南学生汉语24类比较句式进行了定量研究，考察了越南留学生24类汉语比较句的大致习得顺序，并运用统计学方法对结果进行检验。结合偏误分析总结了越南留学生汉语比较句的习得特点：结构方面，倾向于使用结构简单的句式，回避使用结构复杂的句式；语义方面，在比较句中不能正确使用表示程度的成分，不能正确区分不同比较标记的语义、语用前提；偏误普遍存在各个习得阶段。第三部分分析影响越南留学生习得汉语比较句的因素。主要从目的语的影响、母语的迁移、教材的编写、学习者的学习策略等四个方面进行了探讨。在此基础上，第四部分总结了越南留学生比较句偏误分析和习得顺序考察的教学启示：1．要重视学生学习过程中产生的各类比较句偏误，对它们进行分析有助于对学生在比较句学习中的难点进行一些预测，使对越汉语比较句教学更具针对性；2．教学方面的失误是诱发学生的比较句偏误的重要原因之一。在编排比较句内容时，应以语义为基本框架，遵循语义上先浅后深、结构上先简后繁的原则，分阶段、系统编排汉语比较句。同时借鉴汉语研究的最新成果，对比较句的意义和用法作细化处理，尽量避免或减少教学主导方面的偏差，提高对越汉语教材的科学性。3．对于对越汉语教学中留学生汉语比较句的偏误，应该运用中介语理论和偏误分析等方法，认真分析其类型及原因，更重要的是把分析的结论用于教学，使对越汉语教学更具有效性。教师在具体的教学过程中应通过汉越对比，从意义出发，句法、语义、语用三个平面相结合，设置句式使用的具体语境，采取点拨教学法进行比较句教学。
Mordern Chinese expresses comparision by degree adverbs and some structural types in syntactic level,essentially different from Indo-European languages which express comparation by suffix variation.Oversea students often make errors in Chinese comparative-sentences acquisition.At present,there is a little research of Chinese comparative-sentences acquisition in teaching Chinese as a second language ,and we did not find the research on Vietnamese oversea students’ Chinese comparative-sentences acquisiton.Based on the research of Chinese comparative-sentences in the ontology and the second languange acquisition field ,the thesis mainly analyzed the errors and inspected the acquisition order of Chinese comparative-sentences by Vietnamese oversea students.During the course of the research,we collected adequate language materials and made questionaire.According to the theory of interlanguage,we studied the language materials by linguisitic contrastive analysis ,error analysis and interlanguage analysis. The body of the thesis is made of four parts.The first part analyzed the errors which Vietnamese oversea students made in Chinese comparative-sentences acquisition .We analyzed the errors which occur in the markers ,the objects compared section and the conclusion section of Comparative-sentences,from the perspective of omission,mis-order,misadding and misuse.We explained the cause of every error category , found way to correct the errors and analyzed every category’distribution in elementary level,middle level and high level. The second part ，based on cross-section studies ,through questionnaire, We studied ninety Vietnamese oversea students’ situation of twenty-four types Chinese comparative-sentences acquisition by quantitative analysis.We explored the acquisition order of the Vietnamese oversea students’ twenty-four types Chinese comparative-sentences.We inspected the result by statistics method,and we got a conclusion that the acquisition order is meaningful in statistics. Based on errors analysis and acquisition order inspection,we summarized the traits of Vietnamese oversea students’ Chinese comparative-sentences acquisition : Vietnamese oversea students are inclined to use the simple types and avoid using the complex types structurally;Vietnamese oversea students can not correctly differentiate the semantic and the pragmatic restriction of comparative markers;Errors generally occur in every acquisition level.Based on the acquisition traits,we analyzed the factors which affect the acquisition,from the following four aspects:the influence of the target language ; the mother language’ transfer;the unsuitable compiling of the textbook;the learners’ learning strategy.Based on these discussions,some comments are made on improving the teaching of Vietnamese oversea students learning Chinese comparative -sentences.First,we should take the errors which occur during the course of learning seriously.Through analyzing the errors ,we can forecast the learning difficult points of Chinese comparative-sentences ,which can make the teaching of comparative-sentences to Vietnamese oversea students more concentrative;Second,the mistake in teaching is a important reason of the errors.so when we compile the comparative-sentences in textbooks ,we should obey the rules:from easy to hard semantically;from simple to complex structurally ; and scatter the comparative-sentences in every level.We should apply the new results of Chinese comparative-sentences research,and interpret the meaning and the usage of the comparative-sentences detailed .In order to improve the teaching of Chinese as a second language,we should do our best to avoid the errors which exist in our teaching.Third ,according to the theory of interlanguage ,we should define the categories of the Vietnamese oversea students’ errors in Chinese comparative-sentences acquisition and ascertain the reasons of every category .We should apply the conclusion of the research to the teaching ,which will make our teaching more
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