本文選題：“是”字句 + 中級水平��； 參考：《西安外國語大學(xué)》2017年碩士論文

【摘要】：“是”字句是現(xiàn)代漢語中使用頻率相對較高的特殊句型之一,由于“是”的詞性多變,語義也比較多樣,這使得中級漢語學(xué)習(xí)者在使用“是”字句時會產(chǎn)生很多偏誤。本文主要研究的就是中級對外漢語“是”字句的語法偏誤。本文包括以下三章:第一章是緒論部分。主要包括本選題的背景和意義、學(xué)術(shù)價值、漢語本體以及對外漢語方面關(guān)于“是”字句的文獻(xiàn)綜述、語料來源和研究方法。第二章是關(guān)于中級對外漢語“是”字句的語法偏誤分析及教學(xué)對策。這一章包括了以下三個部分:第一部分是關(guān)于偏誤分析的名詞解釋和“是”字句結(jié)構(gòu)。本章開頭首先解釋了遷移、中介語、失誤和偏誤以及偏誤分析這些名詞。其次,本文參照呂叔湘先生的《現(xiàn)代漢語八百詞》介紹了“是”字句中“是”做動詞的幾種結(jié)構(gòu),分別是:主+是+名;主+是+動/形/小句;主+是+介…;是+小句。第二部分是具體的中級對外漢語“是”字句偏誤的分類及教學(xué)對策。經(jīng)過分析實(shí)際教學(xué)中收集的中級漢語學(xué)習(xí)者“是”字句的偏誤句語料和北京語言大學(xué)的HSK動態(tài)作文語料庫中的部分偏誤句子,筆者將“是”字句的偏誤類型分為誤加、誤代、遺漏、錯序以及成分雜糅這五大類并分別論述相應(yīng)的教學(xué)對策。第三部分是產(chǎn)生以上偏誤的原因。筆者分別從學(xué)習(xí)者的母語負(fù)遷移、目的語知識的負(fù)遷移、對于漢語知識沒有完全掌握、目的語教學(xué)中的不恰當(dāng)講解以及學(xué)習(xí)者所處的外部語言環(huán)境這五個方面分析了“是”字句偏誤的原因。第三章是對于各個偏誤類型及其教學(xué)對策的總結(jié)。第四章是本文的結(jié)語。對本文的觀點(diǎn)進(jìn)行總結(jié),并指出本文的研究存在的不足。
[Abstract]:"Shi" sentence is one of the special sentence patterns in modern Chinese, which is relatively frequently used. Due to the variety of part of speech and variety of semantics of "you", there are many errors in the use of the word "Shi" by intermediate Chinese learners. This paper mainly studies the grammatical errors of intermediate Chinese as a foreign language. This article includes the following three chapters: the first chapter is the introduction part. It mainly includes the background and significance of this topic, academic value, Chinese Noumenon as well as the literature review, corpus source and research method of the "is" sentence in the aspect of Chinese as a foreign language. The second chapter is about the analysis of grammatical errors and teaching countermeasures of intermediate Chinese as a foreign language. This chapter includes the following three parts: the first part is about the explanation of errors and the structure of "yes" sentence. This chapter begins by explaining the nouns of transfer, interlanguage, error and error, and error analysis. Secondly, referring to Mr. Lv Shuxiang's "800 words in Modern Chinese", this paper introduces several kinds of structures of "is" in the sentence "is", namely: the subject is the name; the subject is the verb / shape / clause; the main is the medium. It is a clause. The second part is the classification and teaching countermeasures of intermediate Chinese as a foreign language. After analyzing the error sentence data of intermediate Chinese learners "is" and some of the errors in HSK dynamic composition corpus of Beijing language and language University, the author divides the error types of "you" sentence into two categories. Omissions, misordering and blending of components are the five categories and the corresponding teaching countermeasures are discussed respectively. The third part is the reasons for the above errors. The author does not have a complete grasp of Chinese knowledge from the negative transfer of the learner's mother tongue and the negative transfer of the target language knowledge, respectively. This paper analyzes the reasons for the errors in the word "is" from the five aspects of improper explanation in the teaching of the target language and the external language environment of the learners. The third chapter is the summary of each error type and its teaching countermeasure. The fourth chapter is the conclusion of this paper. This paper summarizes the point of view, and points out the shortcomings of this study.
【學(xué)位授予單位】：西安外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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