英语母语者汉语标点符号习得及分级教学研究  

On the Acquisition and Graded Teaching of Chinese Punctuation for Native English Speakers

作　　者：曾丽娟[1] 彭洁 ZENG Lijuan;PENG Jie

机构地区：[1]湖南师范大学国际汉语文化学院/汉语国际推广研究院,湖南长沙410081

出　　处：《语言文字应用》2025年第1期60-73,共14页Applied Linguistics

基　　金：国家社科基金年度项目“语篇衔接标注的汉语中介语语料库建设及应用研究”(23BYY027);国际中文教育研究课题“英语母语者汉语语篇衔接习得及分级教学研究”(22YH71C);汉考国际科研项目“中文学习者语篇衔接的在线形成性评价研究”(CTI2021B04)资助。

摘　　要：文章通过自建语料库探析了英语母语者28类汉语标点符号的正误情况及偏误成因。正误用例及偏误占比均居前5位的用法包括:表示陈述语气的句号、分句之间的逗号、句首状语之后的逗号、较长谓语中间的逗号、并列词语之间的顿号。这5种用法应列为教学的重难点。文章采用正确使用相对频率法、正确率法和蕴含量表三种统计方法探讨英语母语者汉语标点符号习得顺序,提出分级教学建议。并与韩语母语者习得情况进行对比,根据其共性和差异,提出兼具普适性和针对性的建议。Based on the self-built corpus,this paper first analyzes the correctness and errors of 28 types of Chinese punctuation marks of native English speakers and the causes of errors.The top 5 usages of positive misuse cases and errors include:period indicating declarative mood,comma between clauses,comma after the adverbial at the beginning of a sentence,comma in the middle of a long predicate,and stop between parallel words.These usages should be treated as teaching priorities and areas of difficulty.By using three statistical methods,namely relative frequency,correct rate and implication scale,this paper discusses the acquisition sequence of punctuation and puts forward suggestions for graded teaching.By comparing their acquisition process with that of native Korean speakers,this study explores the similarities and differences,and accordingly proposes teaching strategies that are both universally applicable and specifically targeted.

关 键 词：英语母语者 标点符号 偏误分析 习得顺序 分级教学建议 

分 类 号：H195[语言文字—汉语]