| 今朝学界有关标点符号的研究年夜多集中在标点符号的本体研究和比较研究上,与现实教授教养相干的研究结果甚少,而个中对外汉语教授教养范畴标点符号的研究更是无限。本文以华中师范年夜学国际文明交换学院某中级班韩国留先生的作文为研究语料,考核中级阶段韩国留先生标点符号的运用情形。起首,笔者从搜集到的语估中遴选出100份作为研究对象,并树立语料库,在此基本上统计了留先生作文中各类标点符号的运用频率和偏误数目。其次,本文扼要引见了标点符号的演化汗青,归纳综合了标点符号的功效、感化,例如标点符号的停留、表达语气和定性的根本功效,和标点符号的修辞、审美、简化等帮助功效。笔者参照最新的标点符号用法(GB/T15834－2011),并以此为根据详实地剖析了中级阶段韩国留先生在标点符号运用进程中涌现的各类偏误。别的,笔者经由过程对留先生作文中涌现的标点符号成绩,停止数据统计和偏误剖析,归结了中级阶段韩国留先生运用标点符号的偏误特色：(1)该阶段的韩国留先生标点符号的运用品种比拟齐备,共触及罕见的标点符号12类；(2)运用标点符号的频率偏高,以句号、逗号的运用数目最为凸起；(3)标点符号运用的偏误类型多样化。随后,笔者分离从标点符号的形体书写、标点符号的格局书写和标点符号的功效用法三个方面,联合实例归纳综合、剖析了该阶段韩国留先生标点符号运用的偏误类型。依据这些偏误特色和偏误情形,笔者将客不雅情况作用和先生的客观身分相联合,详细剖析形成先生标点符号运用偏误的缘由。最初,本文联合现实教授教养,从对外汉语教授教养年夜纲尺度、教授教养教材、教授教养运动和教员四个方面临标点符号的教授教养提出笔者的建议和若干思虑,以期为对外汉语范畴有关标点符号的研究供给一点儿参考,增进汉语国际推行事业的进一步深刻和成长。 Abstract: Today learn about punctuation of the eve of the research are more concentrated in the punctuation of ontology research and comparative study, coherent with the practical teaching research result is very few, and research centre of Chinese as a foreign language teaching category punctuation is infinite. This paper to Huazhong Normal University International Cultural Exchange School of a middle class South Korean left Mr. composition as the corpus for research and assessment to the Intermediate Korean left Mr. punctuation. First of all, the author selected from the collection of 100 copies of the study as a research object, and establish a corpus, in this basic statistics on the use of various types of punctuation marks in the composition of the frequency and the number of errors. Secondly, this paper briefly introduces the punctuation of the evolution history, summarized the efficacy and effect of punctuation marks, such as punctuation residence and expression of mood and qualitative the basic functions, and punctuation rhetoric, aesthetic and simplified help effect. I refer to the latest "punctuation usage" (GB/T15834 - 2011), and as a basis for detailed analysis of the intermediate stages of the Korean stay in the use of punctuation in the process of various types of errors. Other, the author through the process to leave Mr. composition in the emergence of punctuation marks, stop statistics and error analysis, summed up the intermediate stage of Korean left Mr. punctuation error characteristics: (1) the stage of Korea left Mr. punctuation varieties used in relatively complete, involves 12 rare punctuation; (2) use the punctuation of the high frequency, period, comma number of applications to the most prominent; (3) punctuation used the error types of diversification. Subsequently, the author from the three aspects of the efficacy of usage of punctuation of body writing, punctuation pattern of writing and punctuation, combined with the examples inductive synthesis, analysis of the type of errors of the South Korean left Mr. punctuation application. According to the characteristics of these errors and errors in the situation, the author will be the objective status of the impact of the situation and the objective status of the combination, detailed analysis of the reasons for the use of mr.. At first, in this paper, combined with practical teaching. From the four aspects of teaching Chinese as a foreign language teaching of the eve of the class scale, teaching teaching materials, teaching activities and the teachers Pro punctuation teaching put forward the author's suggestion and some thinking, to foreign language category of punctuation research provides a little reference, promote the international promotion of Chinese cause further profound and growth. 目录: 摘要 5-6 Abstract 6 第一章 绪论 9-18 1.1 标点符号概述 9-15 1.1.1 标点符号的演变历程 9-11 1.1.2 标点符号的功能 11-12 1.1.3 相关探讨成果综述 12-15 1.2 探讨目的和探讨措施 15-17 1.2.1 探讨目的 15-16 1.2.2 探讨措施 16-17 1.3 语料来源及相关说明 17-18 第二章 中级阶段韩国留学生使用标点符号的特征 18-21 2.1 标点符号使用种类比较齐全 18-19 2.2 标点符号使用频率偏高 19 2.3 标点符号偏误类型多样 19-21 第三章 中级阶段韩国留学生标点符号使用偏误类型 21-37 3.1 标点符号的形体书写偏误 21-24 3.1.1 点号的形体书写偏误 21-23 3.1.2 标号的形体书写偏误 23-24 3.2 标点符号的格式书写偏误 24-26 3.2.1 点号的格式书写偏误 24-25 3.2.2 标号的格式书写偏误 25-26 3.3 标点符号的功能用法偏误 26-37 3.3.1 标点符号的误代 26-31 3.3.2 标点符号的赘用 31-33 3.3.3 标点符号的遗漏 33-37 第四章 中级阶段韩国留学生标点符号使用偏误原因略论 37-42 4.1 客观原因 37-39 4.1.1 相关标点用书的自身缺陷 37-38 4.1.2 教学环境作用 38-39 4.1.3 网络标点符号的作用 39 4.2 主观原因 39-42 4.2.1 母语负迁移因素 39-40 4.2.2 目的语知识的过度泛化 40-41 4.2.3 学生的认识因素 41-42 第五章 建议与结论 42-46 5.1 建议 42-44 5.1.1 对教学大纲编写的建议 42-43 5.1.2 对现有教材的建议 43 5.1.3 对实际教学活动的建议 43-44 5.1.4 对教师的建议 44 5.2 结论 44-46 参考文献 46-48 致谢 48 |
