高中听力障碍学生“是”字句偏误分析——基于语料库的研究

Error analysis of “is” sentences in high school hearing impaired studebts——Corpus-based research

本文依据自建语料库,对母语为手语的高中听力障碍学生的"是"字句进行偏误分析。研究发现:多"是"偏误>"是"字句内部偏误>缺"是"偏误;多"是"偏误句中形容词谓语句误用为"是"字句的比率较高;"的"字短语对"是"字句内部偏误有较大影响;"是"字句代词作主语时容易缺失。"是"字句偏误的原因有:"是"字句本身特点的制约;手语负迁移;听障生其他语法掌握不佳的影响;教材和教学方面的不足。针对听障生"是"字句偏误特点提出如下教学建议:加强"是"字句主宾语语义关系的教学;教授自然手语和"是"字句的转化规则;科学安排教学顺序,注意句式的区分。

According to build corpus,whose native language is sign language high school students with hearing impairment"is"sentences for error analysis.Study finds more"is"bias>"is the wording"internal error>deficiency"is"error;how"is"errors in sentences,the adjective predicate misuse"is"high rate of words;"‘Phrase’is the wording"internal errors have greater impact;"Is"sentences lack pronouns when the subject easier."Is"to everything errors due to:"is"everything characteristics constraints;negative sign language transfer;impact of deaf students'poor grasp of grammar;lack of textbooks and teaching.For deaf students"is"error characteristics of words made the following suggestions:strengthening"is the wording"semantic relationship of subject and object of teaching;professor and natural sign language"is"sentence transformation rule of science teaching order,attention to the distinction between sentences.