留學(xué)生高頻個體量詞偏誤分析及教學(xué)建議
發(fā)布時間：2018-08-17 19:28
【摘要】：漢語擁有豐富的個體量詞,數(shù)詞和名詞結(jié)合時,一般需要在數(shù)詞后面加量詞,這是漢語的一大特點,同時也是留學(xué)生學(xué)習(xí)漢語的一大難點。量詞難學(xué)、難用是不少留學(xué)生在學(xué)習(xí)漢語時面臨的實際問題,本文選取了 10個高頻個體量詞作為研究對象,以"HSK動態(tài)作文語料庫”為偏誤語料來源,統(tǒng)計并歸納這10個個體量詞在語料庫出現(xiàn)的偏誤次數(shù)和偏誤類型,并根據(jù)這些偏誤類型分析其形成的原因,最后針對留學(xué)生的量詞教學(xué)提供了相應(yīng)的教學(xué)建議。論文共分為五章:第一章緒論,介紹了本文選題緣由、研究目的、研究意義、術(shù)語的界定、研究現(xiàn)狀、研究方法和研究思路。量詞種類的劃分一直是語言學(xué)界爭論的問題,術(shù)語界定這部分介紹了語言學(xué)界主要的幾種分類方式,以及一些學(xué)者關(guān)于"個體量詞"的定義和講解。研究現(xiàn)狀主要介紹了個體量詞的本體研究和在對外漢語中的偏誤研究。本文最后依據(jù)《現(xiàn)代漢語頻率詞典》選出十個使用頻率最高的個體量詞作為研究對象。第二章介紹了十個高頻個體量詞的具體使用規(guī)律,包括語義、語法和語用3個方面。重點統(tǒng)計了個體量詞在"HSK動態(tài)作文語料庫"中出現(xiàn)的次數(shù),錯誤的次數(shù),以及錯誤的類型和具體的示例。第三章通過對數(shù)據(jù)的分析,歸納出了偏誤類型并對偏誤產(chǎn)生的原因進行分析。偏誤類型可分為語法方面的偏誤和書寫方面的偏誤。語法方面的偏誤有:"個"的泛用、用錯量詞、漏用和本身的泛用。書寫方面的偏誤有:別字、錯字和繁體字。偏誤原因包括了母語負遷移,目的語負遷移和目的語知識不足。第四章提出教學(xué)建議,根據(jù)梳理總結(jié)出的偏誤成因,針對教師、學(xué)生和教材分別提出了建議。第五章結(jié)語,對本論文的主要研究內(nèi)容進行概括和總結(jié),并指出研究的不足和有待深入之處。
[Abstract]:Chinese has a wealth of individual classifiers. When combining numerals and nouns, it is generally necessary to add quantifiers after numerals, which is a major feature of Chinese, and also a big difficulty for foreign students to learn Chinese. Quantifiers are difficult to learn and difficult to use are the practical problems many foreign students face in learning Chinese. This paper selects 10 high-frequency individual quantifiers as the research object, taking "HSK dynamic composition Corpus" as the source of error corpus. Statistics and induction of the 10 individual quantifiers in the corpus error times and error types, and according to these error types analysis of the causes of their formation, and finally for the teaching of classifiers for foreign students to provide corresponding teaching advice. The thesis is divided into five chapters: the first chapter is introduction, which introduces the reason, purpose, significance, definition of terms, research status, research methods and research ideas. The classification of classifiers has always been a controversial issue in linguists. This part introduces the main classification methods of linguists and the definitions and explanations of individual classifiers by some scholars. This paper mainly introduces the ontological study of individual quantifiers and the research of bias in TCFL. In the end, according to the Modern Chinese Frequency Dictionary, ten individual quantifiers with the highest frequency are selected as the research object. Chapter two introduces the rules of ten high frequency individual quantifiers, including semantic, grammatical and pragmatic aspects. The number of individual quantifiers appearing in the HSK dynamic composition Corpus, the number of errors, the types of errors and the concrete examples are analyzed. In the third chapter, through the analysis of the data, the types of errors are summarized and the causes of errors are analyzed. The types of errors can be divided into grammatical errors and writing errors. Grammatical errors include: the general use of "the", the use of wrong quantifiers, omissions and their own general use. Errors in writing include: other characters, wrong characters and complex characters. The reasons include negative transfer of mother tongue, negative transfer of target language and insufficient knowledge of target language. The fourth chapter puts forward teaching suggestions, according to the causes of errors summarized, teachers, students and teaching materials respectively put forward suggestions. The fifth chapter summarizes and summarizes the main research contents of this paper, and points out the shortcomings of the research.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3
[Abstract]:Chinese has a wealth of individual classifiers. When combining numerals and nouns, it is generally necessary to add quantifiers after numerals, which is a major feature of Chinese, and also a big difficulty for foreign students to learn Chinese. Quantifiers are difficult to learn and difficult to use are the practical problems many foreign students face in learning Chinese. This paper selects 10 high-frequency individual quantifiers as the research object, taking "HSK dynamic composition Corpus" as the source of error corpus. Statistics and induction of the 10 individual quantifiers in the corpus error times and error types, and according to these error types analysis of the causes of their formation, and finally for the teaching of classifiers for foreign students to provide corresponding teaching advice. The thesis is divided into five chapters: the first chapter is introduction, which introduces the reason, purpose, significance, definition of terms, research status, research methods and research ideas. The classification of classifiers has always been a controversial issue in linguists. This part introduces the main classification methods of linguists and the definitions and explanations of individual classifiers by some scholars. This paper mainly introduces the ontological study of individual quantifiers and the research of bias in TCFL. In the end, according to the Modern Chinese Frequency Dictionary, ten individual quantifiers with the highest frequency are selected as the research object. Chapter two introduces the rules of ten high frequency individual quantifiers, including semantic, grammatical and pragmatic aspects. The number of individual quantifiers appearing in the HSK dynamic composition Corpus, the number of errors, the types of errors and the concrete examples are analyzed. In the third chapter, through the analysis of the data, the types of errors are summarized and the causes of errors are analyzed. The types of errors can be divided into grammatical errors and writing errors. Grammatical errors include: the general use of "the", the use of wrong quantifiers, omissions and their own general use. Errors in writing include: other characters, wrong characters and complex characters. The reasons include negative transfer of mother tongue, negative transfer of target language and insufficient knowledge of target language. The fourth chapter puts forward teaching suggestions, according to the causes of errors summarized, teachers, students and teaching materials respectively put forward suggestions. The fifth chapter summarizes and summarizes the main research contents of this paper, and points out the shortcomings of the research.
【學(xué)位授予單位】：安徽大學(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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