高中听障学生汉语语法偏误分析——基于语料库的研究

An Error Analysis of Chinese Grammar and Mother Tongue Transfer Among High School Hearing-Impaired Students——A Corpus-Based Study

目的基于语料库对高中听障学生汉语语法偏误表现与原因进行客观分析。方法对13名母语为手语的高中听障学生汉语书面语语料进行搜集、标注与统计,对比其汉语语法偏误与手语语法,分析母语手语对汉语书面语的影响。结果高中听障学生虚词增缺远多于实词增缺,尤以助词最为突出;成分残缺远多于成分赘余,句子成分残缺前4位依次为述语残缺、主语残缺、中心语残缺和宾语残缺;语序偏误中最为突出的依次是定语后置、状语后置、述语前置和宾语前置。汉语书面语语法偏误与手语语法特征一致。结论母语为手语的高中听障学生汉语书面语语法受到手语语法的影响,建议在聋校高中开设专门的汉语语法课程,教授学生手语汉语互译规则,重视听障学生汉语语料库建设及基于语料库的研究。

Objective Based on corpus, this paper makes an objective analysis of the errors and reasons in the Chinese grammar of the high school hearing-impaired students. Methods We collected, annotated and counted the Chinese written corpus of 13 high school hearing-impaired students who use the sign language as their mother tongue, compared their grammatical errors and sign grammar, and analyzed the influence of their mother tongue. Results The study found that the problem of the function words is much more than the Notional words, especially the auxiliary words are the most prominent. Incomplete sentence composition is far more than the Redundant Sentence composition, especially Lack of Predicate, Subject,central word and object. The most prominent ＂error in word order＂ is that the attribute is behind the central word, the adverbial is behind the predicate, the predicate term is in front of the subject, and the object is in front of the predicate. Conclusion The Chinese written grammar of the deaf students using a sign language at high school is influenced by the grammar of the sign language. It is proposed to set up special Chinese grammar courses in the senior high school for the deaf, to teach students the Sign language-Chinese translation rules, to pay attention to the construction of Chinese corpus and the corpus-based research.