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泰国高中生汉语同音异形词的习得研究

【作者】 泰小虾

【导师】 李慧敏;

【作者基本信息】 安徽大学, 语言学及应用语言学, 2020, 硕士

【摘要】 在学习汉语的过程中,笔者发现泰国留学生在不同的学习阶段,都会出现同音异形词误用这种情况。同音异形词作为汉语中的特殊词汇现象,与人类生活息息相关,既无法忽视,也不可避免。基于其影响性和必要性,本文将对同音异形词进行深入研究,找出偏误的产生原因以及避免偏误的方法,以助于泰国留学生更好地把握同音异形词。本文以泰国高中生所用的教材《汉语教程(第一册上)》《汉语听力教程(第一册)》与《博雅汉语·初级齐步篇》中收录的同音异形词为参考基础。笔者听取了泰国高中生的老师建议,在综合教材所附录的生词表收录词语中,选取了一些泰国高中生在学习汉语过程中经常乱用、误用的同音异形词,对泰国HorwanɡPathumthani School在校高中生进行了问卷调查。论文考察了泰国高中生在不同的汉语水平阶段所出现的误用情况,从多种角度整理分析问卷调查结果,总结偏误类型,归纳出泰国高中生误用、错用原因。最后,笔者针对泰国高中生同音异形词教学情况提出个人建议,以期丰富、完善对外汉语教学中的同音异形词教学活。本文分为以下五个部分:第一部分介绍本文的选题缘由、研究目的、研究意义和研究方法。第二部分是相关研究的文献综述。内容包括同音词的本体研究,同音词的定义、同音词的来源和同音词的分类,汉外同音词对比研究以及对外汉语教学中的同音词研究。第三部分以泰国高中生所用的教材中所收录的同音异形词为主要参考对象,从综合教材后面附录的生词表里,选出30组同音异形词进行测试。60个词皆为泰国高中生经常误用与混淆率高的词语,将其分为24组单音节同音异形词、6组双音节同音异形词,以泰国HorwanɡPathumthani School在校高中生为对象,开展问卷调查。通过对问卷调查结果进行统计与分析,整理出泰国高中生在不同的汉语水平阶段中习得同音异形词所出现的误用、错用类型,并从各个角度分析偏误产生的原因。很多学习者从主观意识上对同音异形词不够重视,认为同音异形词本身难学,从而就产生了抵触心理,想要放弃学习同音异形词,甚至在日常生活中刻意去回避使用这些词。考察发现,字形不完全相同、字形完全不相同、语义色彩方面相似以及语法使用范围相同的几类同音异形词是泰国学生最容易出错的,尤其是字形相似的同音异形词。此外,偏误原因除了同音异形词本身原因,还有教师教学策略缺失以及学生学习方法不当而造成的后果。从同音异形词的角度来说,字形不完全相同、字形完全不相同、语义色彩方面相似及语法使用范围相同,这都造成了同音异形词的难以分辨;从教师的角度来说,一方面是因为同音异形词讲解不够系统、全面,另一方面是因为没有考虑到学生水平的参差不齐;从学习者自身来说,留学生在习得过程中对同音异形词的意义和功能了解不深刻。第四部分主要是针对泰国高中生同音异形词的习得情况,尝试对同音异形词的对外汉语教学策略提出建议,主要分为三类:第一类设计语境法,第二类分析部件法,第三类引入文化法教学。其次,笔者也从学习者、教育者、教材编写等角度为同音异形词的教学提出一些建议。第五部分对本文的研究成果进行总结,阐明同音异形词研究的迫切性,也指出了本文研究存在的不足。

【Abstract】 In the process of learning Chinese,the author found that the misuse of homophones occurred in different learning stages of Thai students.As a special lexical phenomenon in Chinese,homophones are closely related to human life.Based on its influence and necessity,this paper will make an in-depth study of homophones,find out the causes of errors and ways to avoid errors,so as to help Thai students better grasp homophones.This paper is based on the homophonic words including in the teaching materials"Chinese tutorial"(book 1)","Chinese listening course(book 1)" and "boya Chinese.primary and junior".The author listened to the teachers of high school students in Thailand.In the words included the new words attached to the comprehensive teaching materials,some homonym words often used and misused by high school students of Horwanɡ Pathumthani School in Thailand in the process of learning Chinese were selected.This paper examines the misuse of high school students in Thailand at different levels of Chinese,sorts out the questionnaire results from various perspectives,summarizes the types of errors and the reasons for the misuse of high school students in Thailand.Finally,the author put forward personal suggestions for the teaching of homophonic words in Thai high school students,so as to enhance and improve the teaching of homophonic words in teaching Chinese as a foreign language.This paper is divided into the following five parts:The first part introduces the reasons,research purposes,research significance and research methods of this paper.The second part is a literature review of relevant studies.The content includes ontology research of homophones,definition of homophones,origin of homophones and classification of homophones,comparative study of homophones in Chinese teaching as a foreign language.The third part takes the homonym words included in the textbook used by high school students in Thailand as the main reference object.All 60 words are words with high misuse and confusion rate of Thai high school students,which are divided into24 groups of monosyllabic homonyms and 6 groups of double syllabic homophonic words.Through the statistical and analysis of the questionnaire survey results,the misuse and misuse types of homophonic and heterotypic words acquired by Thai high school students of Horwanɡ Pathumthani School in different Chinese levels were sorted out,and from various perspectives The cause of bias.Many learners don’t pay enough attention to homonyms from subjective consciousness,assume that homonyms are difficult to learn,so they got a conflict of psychology,want to give up learning homonyms,even deliberately avoid using them in daily life.It was found that several homonym words with different shapes of glyphs are the most prone to error of Thai students,especially homonyms with similar glyphs.In addition,the reasons for bias are not only the reasons of homonyms themselves,but also the lack of teaching strategies and the improper learning methods of students.From the perspective of homophonic and alien words,glyphs are not exactly the same,glyphs are completely different,semantic colors are similar and grammatical usage is the same,which makes homonyms difficult to distinguish.From the perspective of teachers,the explanation of homonyms is not systematic and comprehensive,and on the other hand,it is not considering the uneven level of students.From the perspective of learners themselves,overseas students do not have a deep understanding of the meaning and function of homophonic and alien words in the process of acquisition.The fourth part is mainly aimed at the acquisition of homophonic words in Thai high school students,and tries to put forward Suggestions on the teaching strategies of homophonic words as a foreign language,which are mainly divided into three categories: first category of design context method,the second category of analysis part method,and the third category of introduction of cultural law teaching.The fifth part summarizes the research results of this paper,expounds the urgency of the study of homophonic and alien words,and points out the shortcomings of this paper.

【关键词】 泰国高中生同音异形词习得
【Key words】 Thai high school studentsHomophonicacquisition
  • 【网络出版投稿人】 安徽大学
  • 【分类号】G633.3
  • 【下载频次】90
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