發(fā)布時(shí)間：2018-08-06 20:51

【摘要】：在對(duì)外漢語(yǔ)教學(xué)中,虛詞教學(xué)是詞匯教學(xué)的難點(diǎn)之一。并列連詞作為虛詞中的連詞之一,因其用法和意義存在較大的相似性,對(duì)留學(xué)生學(xué)習(xí)漢語(yǔ)造成一定障礙,故在之前學(xué)者的研究基礎(chǔ)上,選取《漢語(yǔ)水平與漢字等級(jí)大綱》中留學(xué)生經(jīng)常使用的7個(gè)并列連詞,和、而、與、同、及、并、以及,依據(jù)字詞錯(cuò)誤檢索出以上詞語(yǔ)在HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中存在的偏誤語(yǔ)料,并對(duì)偏誤語(yǔ)料進(jìn)行細(xì)致地分析,希望能夠?qū)ふ移`規(guī)律,為虛詞教學(xué)盡綿薄之力。首先通過(guò)搜集和分析偏誤語(yǔ)料,把并列連詞偏誤共分為錯(cuò)詞、缺詞和誤加三種類型,根據(jù)錯(cuò)詞情況的不同分為并列連詞和連詞、其他詞類的偏誤;根據(jù)連接成分不同分為詞之間、短語(yǔ)之間兩種缺詞情況;根據(jù)誤加情況不同分為固定搭配、無(wú)視標(biāo)點(diǎn)、已有連詞三種誤加情況。其次,對(duì)偏誤情況進(jìn)行總體分析,得出并列連詞的偏誤具有分布不均勻和某些偏誤具有頑固性兩大基本特點(diǎn),隨后根據(jù)這兩大特點(diǎn)從并列連詞自身、學(xué)生及教學(xué)三個(gè)方面分析原因,得出并列連詞自身詞語(yǔ)復(fù)雜性和詞語(yǔ)之間的相似性是最主要的原因,另外,學(xué)生由于本身母語(yǔ)負(fù)遷移和目的語(yǔ)泛化的原因,也會(huì)導(dǎo)致其在一定程度上使用回避策略,還有,在教學(xué)過(guò)程由于教學(xué)方法不當(dāng)和教學(xué)內(nèi)容不夠完善也會(huì)導(dǎo)致偏誤的產(chǎn)生。最后,根據(jù)偏誤產(chǎn)生的原因從教學(xué)角度和學(xué)生學(xué)習(xí)角度提出對(duì)策,針對(duì)本體方面的偏誤原因則歸入教學(xué)角度。從教學(xué)角度來(lái)說(shuō),教師應(yīng)當(dāng)強(qiáng)化本體知識(shí),改善教學(xué)方法,教材設(shè)計(jì)要合理,練習(xí)要有針對(duì)性;而學(xué)生要根據(jù)遺忘規(guī)律及時(shí)復(fù)習(xí)所學(xué)知識(shí),利用自己產(chǎn)生的偏誤建立個(gè)人偏誤庫(kù),還要自我激勵(lì),提高興趣,真正學(xué)好并列連詞,學(xué)好虛詞從而學(xué)好漢語(yǔ)。
[Abstract]:In teaching Chinese as a foreign language, function word teaching is one of the difficult points in vocabulary teaching. As one of the conjunctions in function words, juxtaposed conjunctions, because of their great similarities in usage and meaning, cause some obstacles for foreign students to learn Chinese, so on the basis of previous studies, This paper selects 7 juxtaposition conjunctions often used by foreign students in outline of Chinese level and Chinese characters, and, with, and, according to word errors, retrieves the errors in the HSK dynamic composition corpus. In order to find out the law of error, the author makes a detailed analysis of the error data and makes a small contribution to the teaching of function words. Firstly, by collecting and analyzing the error data, the paratactic conjunction errors are divided into three types: the wrong word, the missing word and the wrong addition, which are divided into parallel conjunctions and conjunctions according to the situation of wrong words, and errors of other parts of speech. According to the connective elements, there are two kinds of missing words between words, two kinds of missing words between phrases, and three kinds of false addition of conjunctions, which are divided into fixed collocation and ignoring punctuation. Secondly, through the overall analysis of errors, it is concluded that the errors of juxtaposed conjunctions have two basic characteristics: uneven distribution and obstinacy, and then, according to these two characteristics, the paratactic conjunctions themselves are analyzed. By analyzing the reasons of students and teaching, it is concluded that the complexity of juxtaposed conjunctions and the similarity between words are the most important reasons. In addition, the students' negative transfer of their mother tongue and generalization of the target language are the main reasons. It will also lead to the use of avoidance strategies to a certain extent, as well as in the teaching process due to improper teaching methods and inadequate teaching content will lead to errors. Finally, according to the causes of errors from the perspective of teaching and students' learning, the causes of errors in ontology are classified as teaching. From the teaching point of view, teachers should strengthen the knowledge of the body, improve the teaching method, design the teaching material reasonably, and practice the students should review what they have learned in time according to the law of forgetting. In order to learn Chinese well, we should make use of their own errors to set up personal error database, to motivate themselves, to improve interest, to learn juxtaposed conjunctions well and to learn function words well.
【學(xué)位授予單位】：渤海大學(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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