| 偏误剖析（error analysis）是对先生进修第二说话进程中所发生的偏误停止剖析，从而发明第二说话进修者发生偏误的纪律，包含偏误的类型和偏误发生的缘由等。偏误剖析增进了第二说话教授教养的成长，它的研究结果对全部教授教养运动都发生了积极的感化，有益于对外汉语教授教养的成长。起首，本文以五十名马达加斯加汉语低级班先生作为查询拜访对象、以先生外交经常用的语法点作为考核规模，经由过程查询拜访问卷、先生的日常平凡功课和试卷搜集研究语料。本文拔取语估中先生典范的语法偏误停止剖析，从漏掉偏误、误加偏误、误代偏误和错序偏误这四方面把所搜集到的语法偏误停止了分类和归结。个中，法语论文，副词、助词、量词、连词等偏误较高，法语毕业论文，同时副词、助词也是马国汉语进修者的难点。其次，本文经由过程汉语和法语的比较剖析法、偏误剖析法等办法对偏误语料停止剖析，并就偏误缘由停止了研讨。重要有母语的负迁徙、目标语常识的负迁徙、进修者的外交战略和立场、教员的教授教养忽视和教材编排的误差等方面。最初，本文在语法偏误剖析、缘由研讨的基本上，提出了捉住先生的兴致、讲与练相联合、实时的归结和总结语法点和编订合适马国粹习者的教材等教授教养战略。 Abstract: Error analysis (error analysis) is for learning the second language in the process of error analysis, so as to create the second language learners occur errors of discipline, contain the types of errors and the reason of the errors occurred. Error analysis to improve the second language teaching development, its research results of all teaching activities have taken place in the positive effect, is beneficial to the growth of Chinese as a foreign language teaching. First of all, the paper to fifty Madagascar Chinese lower class, as the query visit object, to Mr. diplomacy often use the grammar points as the size of the assessment, through survey questionnaire, Mr. everyday homework and papers to collect research data. This article selects the language assessment model of Mr. grammatical error analysis, from the omission errors, the error and error, error generation partial error and sequence errors these four aspects to collected syntax errors stop the classification, and attributed. Medium, adverbs, auxiliary words and quantifiers, conjunctions, etc. errors higher. At the same time adverbs, auxiliary is Malaysia's Chinese learning difficulties. Secondly, through the process of Chinese and French comparative analysis, error analysis method, the method of error corpus analysis and partial error reason have carried on the discussion. Ignore the important of mother tongue negative migration, the target language knowledge negative migration, the learner's diplomatic strategy and position, the teacher's teaching and textbooks of error. Initially, the grammatical error analysis, explore the reasons on the basis of proposed caught his interest, and practice phase joint, real-time resolution and summarize grammar points and to compile the right horse quintessence learners teaching material teaching strategy. 目录: 摘要 3-4 Abstract 4 绪论 7-14 0.1 选题缘由和本文的探讨意义 7-9 0.1.1 选题缘由 7-8 0.1.2 探讨的价值和意义 8-9 0.2 理论探讨与实践探讨 9-11 0.2.1 理论探讨 9-10 0.2.2 实践探讨 10-11 0.3 汉语教育在马达加斯加的发展 11-14 0.3.1 发展近况 11 0.3.2 马达加斯加汉语教学存在的问题 11-12 0.3.3 发展建议试析 12-14 第一章 马达加斯加学生汉语语法偏误 14-34 1.1 概述 14 1.2 马达加斯加汉语初级班学生常见语法偏误 14-34 1.2.1 遗漏偏误 14-22 1.2.2 误加偏误 22-26 1.2.3 错序偏误 26-30 1.2.4 误代偏误 30-34 第二章 马达加斯加学生汉语语法偏误原因略论 34-39 2.1 母语的负迁移 34-35 2.2 目的语知识的负迁移 35-36 2.3 学习者的动机和态度 36 2.4 学习策略和交际策略 36-37 2.5 教师教学的疏忽和教材编排的偏差 37-39 第三章 教学对策 39-48 3.1 抓住学生的兴趣 39-42 3.1.1 教师教授的内容 39 3.1.2 教师的授课形式 39-42 3.2 讲与练相结合 42-44 3.3 及时归纳、总结语法点 44-45 3.4 编订适合马达加斯加汉语班的教材 45-48 结语 48-49 参考文献 49-51 附录 51-55 致谢 55 |
