比较句论文：留学生比较句的习得与偏误分析_靠谱的留学生论文网

比较句论文：留学生比较句的习得与偏误分析由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“靠谱的留学生论文网”。

比较句论文：留学生比较句的习得与偏误分析

【中文摘要】比较句是对外汉语语法教学的重要组成部分,同时也是留学生日常交际中常用句式之一。在对外汉语比较句教学中,留学生对比较句掌握得不是特别好,其主要表现在留学生在比较句习得过程和使用时都出现了不同程度的偏误,所以本文试对留学生比较句的习得与产生的偏误进行研究,希望能对比较句的教学有所建议和帮助,将研究的结论更好的应用于比较句教学。本文主要运用第二语言习得理论,借鉴中介语理论、认知理论和偏误分析理论,对教材和语料库中相关句式及平时教学中收集的语料进行分析,得出留学生习得常用比较句式的一般规律和顺序,同时总结偏误,将偏误进行分类,从而对对外汉语比较句教学提出一些建议。本文绪论部分主要回顾了比较在本体研究方面的相关理论,分别从比较范畴、比较句的句法结构、语义限制等方面对“比”字句及常用比较句式的研究理论进行了探讨。从对外汉语教学角度总结比较句的研究成果,从中找出可以用来指导比较句教学的相关理论。第一章结合前文的理论基础,以《对外汉语教学语法大纲》中所列举的常用比较句式为研究对象,对对外汉语教学中常用的口语教材进行分析。通过分析了解口语教材中比较句式的编排特点,找出学生习得比较句的顺序,并对教材中介绍的比较句式和不同类型的“比”字句进行了研究,分析各句式的特点。由于口语教材所具有的特殊性,文章对比较句式的省略形式和条件限制也做了简单的说明。第二章在对各比较句式特征进行研究的基础上,对“HSK

动态作文语料库”中的偏误句进行分析和总结。对学生在使用比较句式时出现的偏误句,从比较值的限制及句法结构等方面进行了分类,并对每一类型的偏误进行分析。第三章结合中介语、偏误分析理论等相关理论,对偏误产生的原因进行分析,究其产生的原因,从学生的学习策略、语泛化及母语负迁移等方面进行了系统地分析。总结全文的分析结果,找到比较句教学中所存在的问题,用对比分析的方法对学生在习得比较句过程中可能出现的问题进行预测,并提出相应的解决办法及教学建议。力求将本文的研究结果与对外汉语教学相结合,并期望能为对外汉语课堂教学提供帮助。

【英文摘要】Comparative sentence is an important part of Teaching Chinese as a foreign language(TCFL), and it is also a common syntactic structure for foreign students to communicate in daily life.During the proce of teaching comparative sentence, foreign students couldn’t master it well, and the main representation is that foreign students have made a lot of different mistakes on learning and using comparative sentence.In this case, this paper wants to study the Acquisition and errors of comparative sentence, and we hope this will be of great help in refining the teaching strategies and methods during teaching comparative sentence.In theory, this paper uses some theories, such as Language Acquisition Theory, Second Language Acquisition Theory, Interlanguage

Theory, and Error Analysis Theory.The method is the analysis and comparison of taking the questionnaire and the usual teaching of the corpus collected in order to get the general rules and sequence of comparative sentences, and then make corresponding recommendations of teaching comparative sentence.Reviewing the comparative sentences ontology research, discuing the“Bi”structure from the compare category, the syntax and semantic restrictions.Then summarying the achievements of comparative sentences from teaching Chinese as a Foreign Language research angle, and hoping to find some effective theories to guide the teaching on Chinese comparative sentences.In the first part, combined with earlier theory and according to the“Bi”sentence on syllabus of TCFL, this paper analyzes the common spoken language teaching materials and“Bi”sentence acquisition order, finds out the sequence of“Bi”sentence ,studies the different types of“Bi”sentence in this materials and analyzes the characteristics of this, because of the particularity of common spoken language materials, this paper makes some simple instructions about omit form and restrictions.In the second part, based on the instructions of“Bi”sentence in last part, this part makes some analysis and summaries from the corpus on

“HSK dynamic composition corpus”, then makes the error claification and error analysis from comparative value restrictions and syntax structure on the error sentences which foreign students use.In the third part, analyzing the causes of errors from related theories and what we have discued above, realizing the causes, we make some system analysis from Learning strategies, purpose language generalization and negative transfer of native language.summing up the analysis results, we find the some problems existed in“Bi”sentence, forecast the problems which appeared in the proce of acquisition of“Bi”sentence using method of comparative analysis, then put forward corresponding solutions and teaching advice ,this paper wants to make the combination between the research results and the teaching Chinese as a foreign languages, hoping to help the teaching in TCSL.【关键词】比较句 对外汉语教学 偏误分析 课堂教学 【英文关键词】Comparative Sentences TCSL Error Analysis Teaching Claing 【目录】留学生比较句的习得与偏误分析中文摘要4-5Abstract

5绪论8-17

一、选题背景与选题意义8

二、比较句综述8-1

5（一）选题背景8

（二）选题意义8

（一）比较句的研究概况9-10

（二）汉语常用比较句研究综述

10-13结15

（三）对外汉语教学中比较句的研究13-15

三、研究对象15-16

四、语料来源16-17

（四）小第一章 留学生比较句习得研究17-2417-2

2一、对外汉语口语教材中比较句研究

（二）教材中比较句式的（一）选用教材介绍17-18编排顺序及分布情况分析18-20析20-

21（三）教材中列举的比较句式分

二、（四）教材中列举的“比”字句类型分析21-22关于比较句中某些成分的省略22-2

3（一）省略中心语2

2（二）省略中心语与结构助词“的”22中的相同部分22-23中的谓语或主语23成分23

（三）省略中心定语和中心语

（五）省略主谓短语

（四）省略定语23

（六）“X 比 Y”作状语时，省略“比”前

第二章 对留学生习得比较句时产生的（一）偏

三、小结23-24偏误进行分析24-38误分析的定义2

4一、比较句偏误分析研究24-2

5（二）偏误分析的步骤24-25

二、基于“HSK 动态作文语料库”中比较句的偏误分析25-37的词语误用25-27残缺31-3233-3

4（一）充当比较值

（三）成分

（二）程度副词的误用27-

31（四）句子成分多余32-33

（五）句式杂糅

第三章 对外

一、比较句

（六）成分错序34-37

三、小结37-38汉语教学中比较句偏误产生的原因及教学建议38-42偏误产生的原因38-39识负迁移38-39

（一）母语负迁移38

（二）目的语知

（四）小结39

（一）比较句“分

（三）学习环境的影响39

二、对外汉语教学中比较句的教学建议39-42解”式教学与“综合”式教学相结合39-40

（二）应将“比”字

句的教学分等级40-41

41（三）重视比较句式语义、语用的讲解

结语

（四）加强比较句教学的预见性、针对性41-42参考文献43-46

致谢46 42-43