欧美留学生习得存在句偏误分析

【作者】 邢璐；

【导师】 陈枫；

【作者基本信息】 陕西师范大学 ， 语言学及应用语言学， 2009， 硕士

【摘要】 汉语存在句主要用于表达人类对存在认知的成果,描摹客观世界,使用频率高,覆盖范围广,是现代汉语的一种重要句型。在对外汉语教学中,存在句既是一个语法教学的重点,也是一个难点。针对这种现象本文采用调查问卷的方法收集语料,利用偏误分析的方法来分析所收集到的语料,从而归纳出以英语为母语的外国留学生在学习汉语存在句时产生偏误的具体原因与教学建议。通过对调查问卷的分析本文发现“有”字句是英语习得者掌握最好的句型。在英语中,“拥有”、“存在”的语义,是由“have”、“exist”、“there be”表示,而汉语中这两者都是由“有”来表示,相对于英语来说属于无标记的表达方式,说明“有”字句是无标记的存在句型,非常容易习得。被试者能较好地掌握“在”字句。“在”字句直接表达某物存在于某处,是典型的主谓结构即“S+V+O”的结构,属于无标记的句式,所以较易习得。使用频率也很高,仅次于“有”字句。“是”字句的调查结果显示,英语为母语者对其语义缺乏了解,易以“有”代“是”,混淆“there be”与一般动词语义,错误率较高。从中级到高级错误率没有显著下降,并未遵循学时越长掌握情况越好的基本规律。就句型难度来说,“V着＼了”句使用比例相对很高。但被试者使用的动词极其有限,主要是“置放类”动词,这与教材中的语料输入密度有关。排序题40%——31%的错误率说明母语语序对存在句习得有很大影响。其中对“V着”句的影响最大。对于偏误种类,本文认为主要有遗漏“有”、“在”、“着”、“处所词、方位词”;动词误用、主语误用;“在”、“方位词”冗余;错序。而造成这些偏误的主要原因有:语言的标记性、语际负迁移(母语负迁移)及语内干扰、语体因素、性别因素、年龄因素、教材、教师误导。本文建议从教材的排序编写,教师的讲解及学生的练习设计三方面来加强留学生存在句的习得。在初级阶段,首先应当明确存在句的概念,告诉学生什么是存在句,主要有哪几种句型。根据偏误分析结果,学生此时能较好地掌握“在”字句、能掌握“有”字句。教材在此阶段只讲解这两种句型,同时标明二者有何不同,应当注意什么。中级阶段学生已可较好地掌握“是”字句,教材在此阶段应当详尽地讲解这个句型的特点,同时应当注意与“有”字句、“在”字句的辨析。根据调查问卷分析的结果,学生始终不善于使用“V-着”句。针对此现象,教材应当提高语言的输入密度,丰富语言的输入类型。更多还原

【Abstract】 Chinese existential construction is mainly used to express the existence of human cognitive achievements, describe the objective world, the use of high frequency, covering a wide range of modern Chinese an important sentence. Teaching Chinese as a foreign language in there is a grammatical sentence, the focus of teaching is also a hard nut to crack. In view of this phenomenon using the questionnaire method to collect the corpus, the use of error analysis approach to the analysis of the corpus collected in order to narrow it down to native English-speaking foreign students learning Chinese, " existential construction " bias when the specific reasons for the recommendations and teaching.Through analysis of the questionnaire in this article found that "there is" everything is in English who have learned the best sentence. In English, "owner", "existence" of semantics, is "have", "exist", "there be", said both the Chinese are "you" to show that, compared with the English terms are unmarked expressions indicating "you" everything is the existence of unmarked pattern, very easy acquisition. Subjects to better grasp the "zai" words, "zai" everything there is a direct expression of something somewhere, is a typical subject-predicate structure that is S + V + O structure of the sentence is unmarked, it is easier to acquisition. Frequency of use is also high, second only to "you" everything. "shi" the words of the survey results showed that native speakers of English, lack of understanding of their semantic and easy to "you" on behalf of "shi" confusion "there be" and the general verb semantics, high error rate. From intermediate to high error rate has not declined significantly, the longer hours does not follow the better grasp of the basic law of the case. The sentence is difficult, "V " relatively high proportion of sentence use. But the subjects of the verb to use is extremely limited, the main is "placed" by the verb, which is the importation of materials related to the corpus. Sort title 40% - 31% of the error rate of mother-tongue acquisition of word order on sentence there have a great impact. One of the "V of the greatest impact.For the types of bias, this paper argues that the main omission is "you", "zai," "shi", "premises word, word position"; verb misuse, misuse of the subject; "zai", "position the word" redundancy; wrong sequence. Caused by these major causes of bias: the language of the markers, negative migration interlingual (negative transfer of mother-tongue), and tampering with language, style factors, sex factors, age factors, teaching materials, teachers misleading.In this paper, the proposed order from the preparation of teaching materials, teachers and students to practice on three aspects of design to enhance the students learned the existence of sentence. In the initial stage, the first sentence there should be a clear concept of what is there to tell the students saying, there are several patterns which. According to bias the results of the analysis, students can better grasp at this time "zai" everything can master the "you" everything. Materials only at this stage to explain these two patterns, indicating the difference between the two, what should be noted. Intermediate students can better grasp the "shi" the words, teaching materials should be at this stage to explain in detail the characteristics of this sentence, at the same time attention should be paid with "shi" the words "zai" Analysis of words. According to the analysis of the results of the questionnaire, the students still are not good at using the "V" sentence. For this phenomenon, to improve language teaching should be the input density, the type of rich language input.更多还原