马达加斯加汉语学习者介词习得特点与偏误分析
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摘要
本文以102名初、中、高级马达加斯加学生作为调查对象,以学生使用频率高和偏误频率高的一些常用介词(在、跟、从、给、对、往、为)作为考察范围,采用定性和定量的方法,通过预测、调查问卷、作业的形式对常用介词及介词框架习得顺序进行定量研究,并分析常用介词习得特征。就客观习得顺序来说,“在”难度最低、最易习得;其次是“跟”;而“向”“为”难度最高、最难习得。就主观习得顺序来说,“在”“跟”“给”较易掌握,“从”“向”“为”较难掌握。就习得难度来说,介词框架“从……到……”“对……来说”等较难习得。“为”“在……看来”最难习得。介词的遗漏、错序较高,动词和介词的区别也是马国汉语学习者的一个难点。同时,对马国留学生和马国孔子学院学生的习得情况进行了比较,在介词的句法和语用使用情况中,马国留学生在初级阶段的错误率都高于孔子学院学生,但中级阶段则低于孔院学生。在介词的语法使用情况中,留学生的错误率在初、中级阶段都低于孔院学生。马国留学生在初、中级阶段的错误率相差较大,而马国孔院学生在初、中级阶段的错误率相差不大。
其次,第二次问卷调查主要针对偏误分析,采用选词填空、判断正误、造句三种题型。在分析中我们发现相似介词及介词框架的习得情况比较糟糕,学生经常出现误用现象。三种题型的偏误率都很高。对相似介词“向、朝、往”“为、为了、因为”及框架“在……看来”“对……来说”“从……到……”进行辨析和偏误分析,并就偏误原因进行探讨,主要有母语负迁移、目的语干扰(难度大及学生有限目的语知识的类推机制)、教材的编写存在不足和教学引导不足等。
最后,考察了一套具有代表性教材《对外汉语本科系列教材》中对介词的安排及编写情况,指出了注释简单、出现断层、练习不及时等不足之处。同时,对对马汉语介词教学提出了预测常用介词及介词框架的重难点、坚持汉法对比原则、提高复现率、注重篇章教学、语境与语用的结合、注意总结归纳等建议,并设计了以“向”为例的教学设计。
In this paper, we use some common prepositions (in, with, from, to, to, to, to) which are the high frequency of using and errors as the scope. Survey 102 Madagascar students in early, middle and senior. Research the order of common prepositions and preposition acquisition using qualitative and quantitative approach, such as the forecast, questionnaires, form of operation framework and so on. and analysis of common preposition acquisition characteristics. To the objective order of acquisition, "in" has the lowest degree of difficulty, the most easily learned; followed by "with"; and "to" "for" are the most difficult to acquised. To the subjective order of acquisition, the "in" "with" "to" are easy to acquired, "from" "to" "for" are difficult to grasp. To the difficulty for acquisition, the preposition framework "from ... ... to ... ..." "for... ..." are difficult to acquisition. "for" " It seems... ..." the most difficult to acquised. Omission and wrong order of prepositions have high appearance, the difference between verbs and prepositions is also difficult for Madagascar students. Meanwhile, we make a comparison between Madagascar students in China to Madagascar students in the Confucius Institute, In the syntax and pragmatics preposition usage, the error rate in the initial stage of the Madagscar students learing in China is higher than the Confucius Institute students, but less than Confucius Institute students in the middle stage. The error rate in the early and intermediate stages of the students learning in China have big differences, but the Confucius Institute students are similar.
Secondly, the second questionnaire focused on error analysis, using three kinds of questions as fill in the blank with the choice of words, wrong judgments and make sentences. In the analysis we find the acquisition of similar prepositions and prepositions framework are quite bad, the students often misuse these prepositions. Three kinds of questions have high rate of mistakes.Of similar prepositions "to, toward, to""as, in order, because" and " it seems ... ..."" for ... ...""... from ... to" to discrimination and error analysis, and to bias of the reasons, such as negative transference, the target language interference(difficulty and students limited knowledge of the target language analogy mechanism),the preparation of teaching materials and teaching guide shortcomings and insufficient.
Finally, we investigate a typical textbook, "Chinese as foreign language undergraduate textbook series"about in the arrangements and the write of preposition, point the shortage like noted easy、chasm、not timely exercise and so on. Meanwhile, give some proposals for teaching,such as make a prediction of stress and diffficulty in Prepositions and preposition used the framework, adhere to the principles of comparation between Chinese and French,improve the reproduction rate, focus on chapter instruction, the combination of context and pragmatics, attention to summarized and Designed .And make a teaching design of“to”as an example.
其次,第二次问卷调查主要针对偏误分析,采用选词填空、判断正误、造句三种题型。在分析中我们发现相似介词及介词框架的习得情况比较糟糕,学生经常出现误用现象。三种题型的偏误率都很高。对相似介词“向、朝、往”“为、为了、因为”及框架“在……看来”“对……来说”“从……到……”进行辨析和偏误分析,并就偏误原因进行探讨,主要有母语负迁移、目的语干扰(难度大及学生有限目的语知识的类推机制)、教材的编写存在不足和教学引导不足等。
最后,考察了一套具有代表性教材《对外汉语本科系列教材》中对介词的安排及编写情况,指出了注释简单、出现断层、练习不及时等不足之处。同时,对对马汉语介词教学提出了预测常用介词及介词框架的重难点、坚持汉法对比原则、提高复现率、注重篇章教学、语境与语用的结合、注意总结归纳等建议,并设计了以“向”为例的教学设计。
In this paper, we use some common prepositions (in, with, from, to, to, to, to) which are the high frequency of using and errors as the scope. Survey 102 Madagascar students in early, middle and senior. Research the order of common prepositions and preposition acquisition using qualitative and quantitative approach, such as the forecast, questionnaires, form of operation framework and so on. and analysis of common preposition acquisition characteristics. To the objective order of acquisition, "in" has the lowest degree of difficulty, the most easily learned; followed by "with"; and "to" "for" are the most difficult to acquised. To the subjective order of acquisition, the "in" "with" "to" are easy to acquired, "from" "to" "for" are difficult to grasp. To the difficulty for acquisition, the preposition framework "from ... ... to ... ..." "for... ..." are difficult to acquisition. "for" " It seems... ..." the most difficult to acquised. Omission and wrong order of prepositions have high appearance, the difference between verbs and prepositions is also difficult for Madagascar students. Meanwhile, we make a comparison between Madagascar students in China to Madagascar students in the Confucius Institute, In the syntax and pragmatics preposition usage, the error rate in the initial stage of the Madagscar students learing in China is higher than the Confucius Institute students, but less than Confucius Institute students in the middle stage. The error rate in the early and intermediate stages of the students learning in China have big differences, but the Confucius Institute students are similar.
Secondly, the second questionnaire focused on error analysis, using three kinds of questions as fill in the blank with the choice of words, wrong judgments and make sentences. In the analysis we find the acquisition of similar prepositions and prepositions framework are quite bad, the students often misuse these prepositions. Three kinds of questions have high rate of mistakes.Of similar prepositions "to, toward, to""as, in order, because" and " it seems ... ..."" for ... ...""... from ... to" to discrimination and error analysis, and to bias of the reasons, such as negative transference, the target language interference(difficulty and students limited knowledge of the target language analogy mechanism),the preparation of teaching materials and teaching guide shortcomings and insufficient.
Finally, we investigate a typical textbook, "Chinese as foreign language undergraduate textbook series"about in the arrangements and the write of preposition, point the shortage like noted easy、chasm、not timely exercise and so on. Meanwhile, give some proposals for teaching,such as make a prediction of stress and diffficulty in Prepositions and preposition used the framework, adhere to the principles of comparation between Chinese and French,improve the reproduction rate, focus on chapter instruction, the combination of context and pragmatics, attention to summarized and Designed .And make a teaching design of“to”as an example.
引文
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6鲁健骥《中介语理论与外国人学汉语的语音偏误分析》,《语言教学与研究》1984年第3期。
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