第二语言学习者负面情感词语习得偏误研究

【作者】 刘铭；

【导师】 夏历；

【作者基本信息】 沈阳师范大学 ， 汉语国际教育， 2023， 硕士

【摘要】 在国际中文教育领域,关于负面情感词语的研究相对较少,而且在教学中,负面情感词语往往不作为重点内容被讲授。事实上,负面情感词语具有独特的含义,在汉语情感表达中发挥着其特有的作用。因而,本文选取负面情感词语作为研究对象,以HSK动态作文语料库、全球汉语中介语语料库中的语料作为分析基础,对第二语言学习者负面情感词语的习得偏误进行了研究。本文主要分为四个章节。第一章对本文研究对象的选取进行了说明。首先,通过查询词典,并利用How Net情感词典对负面情感词语的范围进行选定;其次,将选定的情感词语对照《国际中文教育中文水平等级标准》词汇表,考察第二语言学习者需要掌握的负面情感词语;最后,根据语料库中第二语言学习者负面情感词语的使用情况,选出具有分析价值的34个负面情感词语。第二章对第二语言学习者使用负面情感词语的偏误情况进行了统计分析。首先,对34个词语在语料库中的偏误频次进行统计,分析结果显示,负面情感词语偏误分布不均且偏误种类多样。其次,具体分析了选用不当、搭配有误和书写偏误三种偏误类型。出现偏误情况较多的为搭配问题和书写偏误,其次为选用不当。此外,负面情感词语的生造情况也时有出现。第三章对第二语言学习者使用负面情感词语时产生偏误的原因进行了分析。从词语本身方面看,负面情感词语词性多样、词义易混、对语境存在依赖的特点,是造成第二语言学习者产生偏误的原因之一。从工具书与教材方面看,词典中对负面情感词语释义简单、同义对释;教材中负面情感词语出现频率较低,以及对已经收录的词语讲解内容偏少,是造成第二语言学习者产生偏误的原因之二。从教师教学方面看,教学时对于负面情感词语重视程度不够,也很难为第二语言学习者创设更多的现实语境进行练习,是造成第二语言学习者产生偏误的原因之三。从学习方面看,第二语言学习者自身学习策略不当和母语负迁移,也都是导致学习过程中出现偏误的原因。第四章对第二语言学习者更好地习得负面情感词语提出建议。词语本身方面,需要加强在本体以及在国际中文教学两个层面的研究力度;教材方面,需要增加负面情感词语多种语义的解释并加强对教师的提示作用;教师教学方面,建议教师对负面情感词语进行详尽讲解,并在教学过程中创设大量语境开展实践教学;学习者学习方面,建议第二语言学习者克服畏难情绪,积极参与交际活动,并能够在学习过程中采用多样化的学习方法。更多还原

【Abstract】 There are relatively few researches on negative emotion words in the filed of international Chinese education,while in teaching,negative emotion words are always not taught as the major content.In fact,negative emotion words involve unique meanings and play an exclusive role in expressing of feelings in Chinese.Therefore,in this paper,negative emotion words were selected as the research object,and the linguistic data from HSK dynamic composition corpus and global Chinese interlanguage corpus was used as the analysis basis to study the acquisition bias of negative emotion words among second language learners.The study of this paper was mainly divided into four chapters.In the first chapter,the selection of subjects for this study was explained.Firstly,the query dictionary was used to select the range of negative emotion words;Secondly,the selected emotional words were compared with the vocabulary of the "International Chinese Education Chinese Level Standard" to examine the negative emotional words that second language learners need to master;Finally,based on the use of negative emotional words by second language learners in the corpus,34 negative emotional words with analytical value were selected.The analysis results show that the bias rate of negative emotional words is not evenly distributed,and the types of errors are diverse.Secondly,three types of errors,namely improper selection,collocation errors,and writing errors,were analyzed in detail.Among them,the most common types of errors were collocation problems and writing errors,followed by improper selection.In addition,the creation of negative emotional words would also occur from time to time.In Chapter three,the causes of errors in the use of negative emotional words by second language learners were analyzed.From the perspective of words themselves,the characteristics of negative emotional words such as diverse parts of speech,easy to mix meanings,and dependence on context were the causes for second language learners’ errors.From the perspective of reference books and textbooks,the causes for second language learners’ errors included simple and synonymous interpretations of negative emotional words in dictionaries,the low frequency of negative emotion words appearing in textbooks,and the insufficient explanation of words included.From the perspective of teacher teaching,the causes of second language learners’ errors lied in the insufficient attention paid to negative emotional words in teaching,making it difficult to create more realistic contexts for second language learners to practice.From the perspective of learning,the causes of second language learners’ errors lied in the improper learning strategies of second language learners themselves and the negative transfer of their mother tongue.In Chapter four,suggestions for second language learners to better acquire negative emotional words were proposed.In terms of words themselves,it is necessary to strengthen research efforts at both the ontological and international Chinese language teaching levels;In terms of teaching materials,it is necessary to increase the interpretation of multiple semantics of negative emotional words and strengthen the role of prompts for teachers;In terms of teacher teaching,it is recommended that teachers explain negative emotional words more carefully,and create a large number of contexts in the teaching process to carry out practical teaching;In terms of learner learning,it is recommended that second language learners overcoming difficult feelings and actively participating in communicative activities and adopt diverse learning methods in the learning process.更多还原