培智学校中高年级段智障学生汉语书面语句法偏误研究  

Study on Syntactic Errors of Chinese Written Language Among Middle and Senior Students With Intellectual Disabilities in School for Intellectual Disability

作　　者：征文维 王娜[2] 王志强[2] ZHENG Wenwei;WANG Na;WANG Zhiqiang(School of Electronic and Information Engineering,Jinling Institute of Technology,Nanjing 211169;Faculty of Education Liaoning Normal University,Dalian Liaoning 116029)

机构地区：[1]金陵科技学院电子信息工程学院,南京211169 [2]辽宁师范大学教育学部,辽宁大连116029

出　　处：《现代特殊教育》2023年第8期22-28,共7页Modern Special Education

基　　金：辽宁省教育厅项目“特殊教育学校教师专业学习共同体研究”(W201683637)成果。

摘　　要：采用文本分析法对146名智障学生书面语中的897例句法偏误进行分析。研究发现,句法偏误主要表现为搭配不当、语序不当和成分冗缺。其中,搭配不当主要体现为主谓、谓宾搭配不当;语序不当主要体现为主谓、谓宾语序不当,且该问题存在跨障碍程度的稳定性;成分冗缺主要体现为主、谓、宾的冗缺,且该问题存在跨年级段的稳定性;高年级段学生的句式杂糅问题更为突出,含义不明问题存在跨年级段的稳定性。Text analysis is used to analyze the 897 example sentences in the written language of 146 students with intellectual disabilities.The results show that the syntactic errors of the students with intellectual disabilities are mainly manifested as improper collocation,improper word order and redundant-absent components.Among them,improper collocation is mainly manifested as improper collocation of subject-predicate and predicate-object.The problem of improper word order is mainly manifested as improper order of subject-predicate and predicate-object,and the problem has the stability across the degree of disability;the problem of redundant-absent components are mainly manifested as the redundant-absence of principal,predicate and object,and the problem is stable across grades.In addition,the senior students’sentence mix problems are more prominent and unclear meaning problems are stable across grades.

关 键 词：培智学校 智力障碍学生 汉语书面语 句法偏误 文本分析 

分 类 号：G764[文化科学—特殊教育学]