高中听障学生汉语语法偏误分析——基于语料库的研究
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摘要
目的基于语料库对高中听障学生汉语语法偏误表现与原因进行客观分析。方法对13名母语为手语的高中听障学生汉语书面语语料进行搜集、标注与统计,对比其汉语语法偏误与手语语法,分析母语手语对汉语书面语的影响。结果高中听障学生虚词增缺远多于实词增缺,尤以助词最为突出;成分残缺远多于成分赘余,句子成分残缺前4位依次为述语残缺、主语残缺、中心语残缺和宾语残缺;语序偏误中最为突出的依次是定语后置、状语后置、述语前置和宾语前置。汉语书面语语法偏误与手语语法特征一致。结论母语为手语的高中听障学生汉语书面语语法受到手语语法的影响,建议在聋校高中开设专门的汉语语法课程,教授学生手语汉语互译规则,重视听障学生汉语语料库建设及基于语料库的研究。
Objective Based on corpus, this paper makes an objective analysis of the errors and reasons in the Chinese grammar of the high school hearing-impaired students. Methods We collected, annotated and counted the Chinese written corpus of 13 high school hearing-impaired students who use the sign language as their mother tongue, compared their grammatical errors and sign grammar, and analyzed the influence of their mother tongue. Results The study found that the problem of the function words is much more than the Notional words, especially the auxiliary words are the most prominent. Incomplete sentence composition is far more than the Redundant Sentence composition, especially Lack of Predicate, Subject,central word and object. The most prominent "error in word order" is that the attribute is behind the central word, the adverbial is behind the predicate, the predicate term is in front of the subject, and the object is in front of the predicate. Conclusion The Chinese written grammar of the deaf students using a sign language at high school is influenced by the grammar of the sign language. It is proposed to set up special Chinese grammar courses in the senior high school for the deaf, to teach students the Sign language-Chinese translation rules, to pay attention to the construction of Chinese corpus and the corpus-based research.
Objective Based on corpus, this paper makes an objective analysis of the errors and reasons in the Chinese grammar of the high school hearing-impaired students. Methods We collected, annotated and counted the Chinese written corpus of 13 high school hearing-impaired students who use the sign language as their mother tongue, compared their grammatical errors and sign grammar, and analyzed the influence of their mother tongue. Results The study found that the problem of the function words is much more than the Notional words, especially the auxiliary words are the most prominent. Incomplete sentence composition is far more than the Redundant Sentence composition, especially Lack of Predicate, Subject,central word and object. The most prominent "error in word order" is that the attribute is behind the central word, the adverbial is behind the predicate, the predicate term is in front of the subject, and the object is in front of the predicate. Conclusion The Chinese written grammar of the deaf students using a sign language at high school is influenced by the grammar of the sign language. It is proposed to set up special Chinese grammar courses in the senior high school for the deaf, to teach students the Sign language-Chinese translation rules, to pay attention to the construction of Chinese corpus and the corpus-based research.
引文
[1]龚群虎.聋教育中手语和汉语问题的语言学分析[J].中国特殊教育.2009,105(3):63-64.
[2]周小兵,朱其智,邓小宁,等.外国人学汉语语法偏误研究[M].北京:北京语言大学出版社,2007.16-81.
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[6]金慧媛,严菁琦,刘海涛,等.从聋生写作中考察“不”和“没(有)”的习得过程[J].中国特殊教育.2013,158(8):42-43.
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[9]卢雪飞、王玉玲.高中听力障碍学生“是”字句偏误分析——基于语料库的研究[J].现代语文(语言教学研究版),2018,(1):164-168.
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[13]毛赛群.西安聋人自然手语句法研究[D].西安:陕西师范大学.2015.51-52.
[14]吕会华.第二语言习得理论与聋人汉语教学[J].毕节学院学报,2014,32(3):50-51.
[15]刘卿.聋人自然手语中非手控特征研究[J].文教资料,2014,28(1):44-45.
[16]中国聋人协会.中国手语[M].北京:华夏出版社,2003.1002-1016.
[17]教育部师范教育司.手语基础[M].北京:人民教育出版社,1999.41-42.
[18]林水英.浅论手语对聋生学习汉语的影响[J].现代特殊教育.2007,(1):21-22.
[19]倪兰.手语动词调查报告[J].中国特殊教育.2013,157(7):45-46.
[20]陈秀君.汉语动宾结构在上海手语中的表达[D].复旦大学硕士学位论文,2012.
[21]吴铃.手语语法和汉语语法的比较研究[J].中国特殊教育,2006,74(8):53-54.
[22]陈亚秋.北京地区自然手势语序特点的调查研究[J].中国特殊教育,2006,70(4):27-28.
[23]郑璇,袁小勤.聋校开设“手语汉语互译”课程的研究与实践[J].中国特殊教育,2012,143(5):32-33.
[2]周小兵,朱其智,邓小宁,等.外国人学汉语语法偏误研究[M].北京:北京语言大学出版社,2007.16-81.
[3]刘杰,卢海丹.聋生语法错误类型调查报告及分析[J].中国听力语言康复学科杂志,2007,23(4):60-61.
[4]郑璇.浅论手语对聋儿主流语言学习的影响[J].中国听力语言康复科学杂志.2004,2(1):51-53.
[5]梁丹丹,王玉珍.聋生习得汉语形容词程度范畴的偏误分析——兼论汉语作为聋生第二语言的教学[J].中国特殊教育.2007,80(2):23-27.
[6]金慧媛,严菁琦,刘海涛,等.从聋生写作中考察“不”和“没(有)”的习得过程[J].中国特殊教育.2013,158(8):42-43.
[7]严菁琦.开展面向聋人学生的汉语书面语的词汇语法的语料库研究[J].现代语文(学术综合版).2014,(4):119-121.
[8]吕会华,吴铃,张会文,等.聋人汉语书面语语料库建设研究[J].中国特殊教育,2010,117(3):31-33.
[9]卢雪飞、王玉玲.高中听力障碍学生“是”字句偏误分析——基于语料库的研究[J].现代语文(语言教学研究版),2018,(1):164-168.
[10]崔希亮.“HSK动态作文语料库”语料标注及代码说明[EB/OL].http://202.112.194.56:8088/hsk/.
[11]张宝林.现状与对策:汉语作为第二语言的教学研究[M].北京语言大学出版社,2011.1-276.
[12]孙德金.汉语语法教程[M].北京:北京语言大学出版社,2002.18-19.
[13]毛赛群.西安聋人自然手语句法研究[D].西安:陕西师范大学.2015.51-52.
[14]吕会华.第二语言习得理论与聋人汉语教学[J].毕节学院学报,2014,32(3):50-51.
[15]刘卿.聋人自然手语中非手控特征研究[J].文教资料,2014,28(1):44-45.
[16]中国聋人协会.中国手语[M].北京:华夏出版社,2003.1002-1016.
[17]教育部师范教育司.手语基础[M].北京:人民教育出版社,1999.41-42.
[18]林水英.浅论手语对聋生学习汉语的影响[J].现代特殊教育.2007,(1):21-22.
[19]倪兰.手语动词调查报告[J].中国特殊教育.2013,157(7):45-46.
[20]陈秀君.汉语动宾结构在上海手语中的表达[D].复旦大学硕士学位论文,2012.
[21]吴铃.手语语法和汉语语法的比较研究[J].中国特殊教育,2006,74(8):53-54.
[22]陈亚秋.北京地区自然手势语序特点的调查研究[J].中国特殊教育,2006,70(4):27-28.
[23]郑璇,袁小勤.聋校开设“手语汉语互译”课程的研究与实践[J].中国特殊教育,2012,143(5):32-33.