聋生汉语书面语动词习得偏误分析  

Acquisition Study of Deaf Students’Written Verbs

作　　者：陈珂 邓大柱 CHEN Ke;DENG Dazhu(Department of Literature and Education,Bengbu College,Bengbu,Anhui 233000,China;Hefei Special Education Centre,Hefei,Anhui 230000,China)

机构地区：[1]蚌埠学院文学与教育学院,安徽蚌埠233000 [2]合肥市特殊教育中心,安徽合肥230000

出　　处：《宜宾学院学报》2023年第7期72-79,共8页Journal of Yibin University

基　　金：安徽哲学社科规划项目“基于语料库的安徽聋生汉语书面语句式习得研究”(AHSKY2020D137)。

摘　　要：以49名在校聋生的日记作为研究对象,从语法、语义、语用三个层面对聋生书面语偏误进行分析,发现聋生书面语偏误的具体类型涵盖了遗漏、误加、替代和错序这四种类型。在聋生小学至高中阶段的书面语动词习得中,语法偏误都是最为突出的问题,不过在初中、高中阶段会相对改善,而语义、语用层面的偏误会在初中、高中阶段开始凸显。手语干扰、已学汉语知识的泛化、学生学习策略及教师教学策略的不当是偏误形成的主要原因。The written language mistakes of 49 deaf students were analyzed from three aspects of grammar,semantics and pragmatics based on the diaries of 49 deaf students at school.The results find that the specific types of written language mistakes of deaf students include omission,mistaken adding,substitution and disordering.In the deaf students’acquisition of written verbs from primary school to high school,grammatical mistake is the most prominent one,but in junior and senior middle schools,it will be relatively improved while semantic and pragmatic mistakes will start to highlight.Sign language interferes,the generalization of Chinese knowledge,improper learning strategies of students and teaching strategies of teachers are the main reasons for the formation of these mistakes.

关 键 词：聋生 动词 习得偏误 

分 类 号：H193.5[语言文字—汉语]