發(fā)布時(shí)間：2018-03-26 07:08

  本文選題：漢語(yǔ)連接成分　切入點(diǎn)：偏誤　出處：《吉林大學(xué)》2012年碩士論文

【摘要】：在漢語(yǔ)寫(xiě)作中，連接成分的使用是篇章銜接的重點(diǎn)和難點(diǎn)。它們是詞、句、段、篇的粘合劑，使一篇文章順暢貫通。外國(guó)學(xué)生，學(xué)習(xí)漢語(yǔ)連接成分的難度相對(duì)更大，學(xué)習(xí)的制約因素更多，偏誤也很多。因此，探析學(xué)生的使用偏誤，對(duì)第二語(yǔ)言習(xí)得研究有十分重要的理論價(jià)值和現(xiàn)實(shí)意義。本文以連接成分研究為出發(fā)點(diǎn)，統(tǒng)計(jì)了學(xué)生偏誤進(jìn)行案例分類(lèi)探析，并分析了偏誤產(chǎn)生的原因，以自身教學(xué)經(jīng)驗(yàn)出發(fā)，提供了問(wèn)題解決的幾點(diǎn)建議。 論文共分為六大部分。 第一章引言簡(jiǎn)要地?cái)⑹隽颂﹪?guó)學(xué)生漢語(yǔ)寫(xiě)作中連接成分使用偏誤研究的目的和意義、研究范圍、內(nèi)容和方法，并分別介紹了前人的研究概況和本文的創(chuàng)新之處。 第二章主要對(duì)泰國(guó)學(xué)生漢語(yǔ)連接成分偏誤語(yǔ)料進(jìn)行了統(tǒng)計(jì)和分析，語(yǔ)料來(lái)源分為自然語(yǔ)料和實(shí)驗(yàn)語(yǔ)料。自然語(yǔ)料，即學(xué)生平時(shí)的漢語(yǔ)習(xí)作；實(shí)驗(yàn)語(yǔ)料，即若干連接成分的問(wèn)卷調(diào)查。首先通過(guò)對(duì)自然語(yǔ)料的統(tǒng)計(jì)，了解學(xué)生連接成分的使用概況以及使用頻率，同時(shí)還分析出錯(cuò)誤率，以了解學(xué)生對(duì)連接成分的大致掌握情況。從自然語(yǔ)料中得出的分析會(huì)存在不足之處，，我們無(wú)法判定出現(xiàn)次數(shù)較少的連接成分的整體情況，由于出現(xiàn)次數(shù)較少，不能確定未使用者的掌握情況，這是自然語(yǔ)料的一個(gè)缺點(diǎn)。對(duì)此，筆者有針對(duì)性地設(shè)計(jì)了一份調(diào)查問(wèn)卷，選取了自然語(yǔ)料中出現(xiàn)次數(shù)較少且錯(cuò)誤率較高的連接成分以及學(xué)生回避使用的一些連接成分進(jìn)行進(jìn)一步考查。通過(guò)實(shí)驗(yàn)語(yǔ)料的調(diào)查分析，再結(jié)合前面的自然語(yǔ)料分析，我們可以知道學(xué)生對(duì)連接成分的掌握存在很大不足，要么一知半解，要么全然不知、回避使用、一用就出錯(cuò)。 第三章主要按漢語(yǔ)連接成分偏誤類(lèi)型進(jìn)行案例分析，從學(xué)生習(xí)作中查找例句，運(yùn)用現(xiàn)代漢語(yǔ)語(yǔ)法和篇章語(yǔ)法學(xué)的知識(shí)對(duì)其進(jìn)行了歸類(lèi)分析。本章按照偏誤類(lèi)型對(duì)連接成分個(gè)案進(jìn)行詳盡探析，與前一章僅從語(yǔ)法角度分析個(gè)案有所不同。 第四章進(jìn)一步探尋學(xué)生連接成分偏誤產(chǎn)生的原因。原因較復(fù)雜，既與目的語(yǔ)自身的復(fù)雜性有關(guān)，也與學(xué)習(xí)者本身、使用教材和學(xué)習(xí)過(guò)程有關(guān)。學(xué)生在學(xué)習(xí)第二語(yǔ)言時(shí)，會(huì)受到語(yǔ)內(nèi)規(guī)則泛化的影響，也會(huì)受到語(yǔ)際干擾，這些都是本章著重討論的。 第五章主要討論了學(xué)生連接成分偏誤的解決對(duì)策，從“教”與“學(xué)”的角度討論了解決辦法。另外，這一問(wèn)題的解決離不開(kāi)一本好的教材，因此筆者在漢語(yǔ)寫(xiě)作教學(xué)的立場(chǎng)，對(duì)新一代教材的編寫(xiě)提出了幾點(diǎn)建議。 最后為結(jié)語(yǔ)部分，對(duì)本文的內(nèi)容進(jìn)行了簡(jiǎn)明扼要的總結(jié)和概括，并指出論文的不足之處，以期待日后進(jìn)一步完善，希望本文能為對(duì)泰漢語(yǔ)教學(xué)起到一點(diǎn)幫助作用。 總體來(lái)說(shuō)，本文主要以泰國(guó)學(xué)生漢語(yǔ)連接成分偏誤的案例分析為重點(diǎn)，既有統(tǒng)計(jì)分析，也有對(duì)比分析；既有描寫(xiě)，又有解釋。按照統(tǒng)計(jì)數(shù)據(jù)、羅列現(xiàn)象、分析現(xiàn)象、探析原因、提出對(duì)策這么一個(gè)線索展開(kāi)，對(duì)學(xué)生寫(xiě)作中出現(xiàn)的漢語(yǔ)連接成分偏誤進(jìn)行系統(tǒng)地研究。
[Abstract]:In Chinese writing, the use of connected components is a key and difficult point of textual cohesion. They are word, sentence, paragraph, article of the adhesive, make an article smoothly through. Foreign students learning Chinese, the difficulty of connecting components is relatively large, restricting factors of learning more errors is also very much. Therefore, the use of a study of students' errors, have very important theoretical value and practical significance to the study of second language acquisition. In order to study the composition of students as the starting point, the statistical errors made by the analysis of the classification of the case, and analyzes the causes of errors in their own teaching experiences, some suggestions are provided to solve the problem.
This paper is divided into six parts.
The first chapter briefly describes the purpose and significance of connected components of Thailand students' writing errors in the research scope, contents and methods, and introduces the previous research and innovation.
The second chapter mainly analyzes and connected component errors in Chinese students in Thailand, the source of corpus is divided into natural language and natural language corpus. Experiment, namely Chinese students exercises; experimental data, i.e. number of connected components of the questionnaire. Based on the statistics of natural language, understand the use of students to connect components and the frequency of use, but also analyze the error rate, in order to understand the students to grasp the situation. The connected components obtained from the analysis of natural language will exist deficiencies, we can't judge the number less connected component of the overall situation, due to fewer, not sure who did not grasp the situation, this is a disadvantages of natural language. In this regard, the author has designed a questionnaire, and the error rate of less number of connected high selected natural language Avoid the use of some of the students' composition and connected components were further examination. Through the investigation and experimental data analysis, combined with the analysis of the previous natural corpus, we can know that the students to master the connected component has a lot of problems, either scanty or totally do not know, avoid using, one with the error.
The third chapter mainly according to the Chinese conjunction error types for case analysis, find examples from students, by using modern Chinese grammar and discourse grammar knowledge to make the classified analysis. This chapter according to the types of errors of connection components detailed case analysis, different from the previous chapter only from the perspective of grammar analysis the case.
The fourth chapter further explores the reason students connected component errors. The causes are complex, the complexity and the target language itself, with learners themselves, using the teaching and learning process. Students in learning a second language, will be affected by the language of rule generalization, will be subject to interference, these are this chapter focuses on the discussion.
The fifth chapter mainly discusses the students' errors of the connected component solutions, from "teaching" and "learning" discussed the solution. In addition, the solution of this problem cannot do without a good material, so the author in Chinese writing teaching positions, some suggestions on the preparation of a new generation of teaching materials put forward.
The last part is the conclusion of the contents of this paper are summarized and the concise and to the point, and pointed out the inadequacies of the paper, in order to further improve the day after, I hope this paper can as a helpful role in teaching Chinese in Thailand.
Overall, this paper takes the Chinese students in Thailand connected component error case analysis as the key point, both have statistical analysis, comparative analysis; both description and explanation. According to statistics, listing phenomenon, analyzing the phenomenon, causes, countermeasures are put forward such a clue, to appear in the students' writing Chinese connected component errors are researched systematically.

【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 馬雪;對(duì)比連接成分“相比之下”的多角度考察[D];河北大學(xué);2013年

2 許紅;從泰國(guó)學(xué)生作文中篇章連接成分使用偏誤看對(duì)泰漢語(yǔ)寫(xiě)作教材的編寫(xiě)[D];上海師范大學(xué);2013年

本文編號(hào)：1666860