本文選題：易混淆詞 + 反而　； 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：漢語(yǔ)作為世界上留存最久的語(yǔ)言之一,有著其獨(dú)特的魅力。隨著經(jīng)濟(jì)的發(fā)展和國(guó)力的強(qiáng)盛,愈來(lái)愈多的外國(guó)人開(kāi)始對(duì)中國(guó)乃至漢語(yǔ)產(chǎn)生了強(qiáng)烈的興趣。自2002年國(guó)家漢辦的成立,至2004年第一家孔子課堂的開(kāi)設(shè),漢語(yǔ)國(guó)際教育就如雨后春筍一般,快速發(fā)展起來(lái)。隨著漢語(yǔ)學(xué)習(xí)者的不斷增加,漢語(yǔ)國(guó)際教育的理論也日臻完善。在不斷完善理論建設(shè)的同時(shí),廣大對(duì)外漢語(yǔ)教師也要結(jié)合自身實(shí)踐經(jīng)驗(yàn),發(fā)現(xiàn)教學(xué)中真實(shí)存在的各種教學(xué)難點(diǎn),不斷進(jìn)行探索總結(jié),如此才能促進(jìn)我們的工作不斷向前發(fā)展。學(xué)習(xí)語(yǔ)言的最終目的是用于交際,而詞匯量決定了一個(gè)人的交際水平,詞匯教學(xué)在語(yǔ)言教學(xué)中占有極為重要的地位。詞匯教學(xué)不但是對(duì)外漢語(yǔ)教學(xué)的基礎(chǔ),更是貫穿于對(duì)外漢語(yǔ)教學(xué)的各個(gè)階段。在所有的詞匯教學(xué)問(wèn)題中,詞語(yǔ)誤用是第二語(yǔ)言學(xué)習(xí)者學(xué)習(xí)漢語(yǔ)的重點(diǎn)和難點(diǎn)之一,而詞語(yǔ)誤用在交際過(guò)程中就表現(xiàn)為易混淆詞的出現(xiàn)。為了更好地實(shí)現(xiàn)跨文化交際這一目的,讓漢語(yǔ)學(xué)習(xí)者正確地使用詞語(yǔ)進(jìn)行交際,應(yīng)該從學(xué)習(xí)者對(duì)詞匯的易混淆點(diǎn)出發(fā),找出其混淆原因,究其根本,對(duì)癥下藥。筆者通過(guò)對(duì)北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中“反而”等易混淆詞的偏誤進(jìn)行調(diào)查分析,從以下幾個(gè)方面進(jìn)行了探究。第一部分筆者結(jié)合北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)的調(diào)查分析,發(fā)現(xiàn)詞匯誤用在語(yǔ)用錯(cuò)誤中占有很大比例。而針對(duì)易混淆詞的研究少之又少。所以筆者選取轉(zhuǎn)折類易混淆詞為對(duì)象,以“反而”為中心,分別對(duì)易混淆詞群“相反”、“反之”、“卻”、“但是”進(jìn)行分析研究。第二部分總結(jié)轉(zhuǎn)折類易混淆詞的研究現(xiàn)狀,易混淆詞的出現(xiàn)主要有以下幾點(diǎn):(1)詞義不合,搭配不當(dāng);(2)自造詞語(yǔ);(3)徑用母語(yǔ)詞。第三部分將混用詞群“反而”、“相反”、“反之”、“卻”、“但是”從具有相同詞素及母語(yǔ)對(duì)譯詞為同一個(gè)詞或同義關(guān)系的詞兩個(gè)角度進(jìn)行分組,并對(duì)兩組詞的混用分布、詞際關(guān)系、誤用方向及母語(yǔ)語(yǔ)義關(guān)系等方面進(jìn)行數(shù)據(jù)調(diào)查分析。第四部分以詳細(xì)分析語(yǔ)料的形式得出目的語(yǔ)語(yǔ)義、母語(yǔ)語(yǔ)義及教學(xué)對(duì)混用偏誤的影響。最后,在所得出偏誤影響因素的基礎(chǔ)之上,理論聯(lián)系實(shí)際提出在對(duì)外漢語(yǔ)教學(xué)中實(shí)用的教學(xué)建議及教學(xué)設(shè)計(jì)。
[Abstract]:As one of the oldest languages in the world, Chinese has its unique charm. With the development of economy and national strength, more and more foreigners began to have a strong interest in China and even Chinese. From the establishment of the National Office of the Chinese language in 2002 to the opening of the first Confucius classroom in 2004, the international education of Chinese language has developed rapidly. With the increasing number of Chinese learners, the theory of international Chinese education is becoming more and more perfect. At the same time, teachers of Chinese as a foreign language should combine their own practical experience to find out all kinds of teaching difficulties in teaching, and continue to explore and summarize, so as to promote the development of our work. The ultimate purpose of learning a language is to use it in communication, and vocabulary size determines a person's communicative level. Vocabulary teaching plays an extremely important role in language teaching. Vocabulary teaching is not only the basis of teaching Chinese as a foreign language, but also runs through every stage of teaching Chinese as a foreign language. Among all the lexical teaching problems, the misuse of words is one of the most important and difficult points for the second language learners to learn Chinese, and the misuse of words in the process of communication is characterized by the appearance of confusing words. In order to achieve the purpose of cross-cultural communication and make Chinese learners use words correctly, we should find out the cause of confusion and find out the root of the confusion. By investigating and analyzing the errors of confusing words such as "instead" in the HSK dynamic composition corpus of Beijing language and language University, the author probes into the following aspects. The first part is based on the investigation and analysis of the HSK dynamic composition Corpus of Beijing language and language University, and finds that the misuse of vocabulary accounts for a large proportion of pragmatic errors. However, there is little research on confusing words. Therefore, the author chooses the transition type confusing words as the object, takes "instead" as the center, respectively, carries on the analysis research to the easily confused word group "opposite", "vice versa", "but", "but". In the second part, the author summarizes the current situation of the research on the confusing words of turning points. The emergence of the confusing words mainly includes the following points: 1) mismatch and mismatch) the native language words are used. The third part groups the mixed words "instead", "contrary", "vice versa", "but", "but" from the two angles of words with the same morpheme and the same word or synonym relation, and distributes the mixed use of the two groups of words. Interword relationship, misusing direction and native language semantic relationship are investigated and analyzed. In the fourth part, the effects of target language semantics, mother tongue semantics and teaching on mixed errors are analyzed in detail. Finally, on the basis of the influence factors of bias, the author puts forward practical teaching suggestions and teaching design in teaching Chinese as a foreign language.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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本文編號(hào)：1963691