本文選題：差比句 + 偏誤��； 參考：《北京外國(guó)語(yǔ)大學(xué)》2017年碩士論文

【摘要】："比較"是語(yǔ)言中具有廣泛普遍意義的句法語(yǔ)義范疇,差比句是現(xiàn)代漢語(yǔ)比較句中的典型句式。本文以北京語(yǔ)言大學(xué)"HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)"為研究基礎(chǔ),重點(diǎn)考察日韓留學(xué)生的差比句習(xí)得情況。文獻(xiàn)綜述部分,本文介紹了對(duì)比分析理論、中介語(yǔ)理論、偏誤分析理論,對(duì)漢語(yǔ)差比句相關(guān)研究,以及日韓留學(xué)生的差比句習(xí)得的偏誤研究進(jìn)行了梳理。三四兩章是論文的核心部分。在第三章中,以北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)(1.1版本)為考察對(duì)象,對(duì)121例偏誤句進(jìn)行詳細(xì)的考察和分類。從構(gòu)成成分著手,逐一考察了有證書(shū)組和無(wú)證書(shū)組在"比較主體、比較標(biāo)記、比較基準(zhǔn)和比較結(jié)果"這幾個(gè)差比句構(gòu)成的要素上出現(xiàn)的偏誤分布情況。經(jīng)過(guò)分析和總結(jié),嘗試從中歸納偏誤的類型和特點(diǎn)。"比較結(jié)果、比較標(biāo)記和常用格式"三類偏誤均是偏誤發(fā)生的"重災(zāi)區(qū)",尤其是比較結(jié)果項(xiàng)的偏誤,在有證書(shū)祖和無(wú)證書(shū)組所占比重均最高。另外,通過(guò)組間對(duì)比,本文還發(fā)現(xiàn),隨著學(xué)生漢語(yǔ)水平的提高,在差比句習(xí)得的某些方面,偏誤情況并沒(méi)有得到很大的改善,有證書(shū)組甚至比無(wú)證書(shū)組的偏誤率更高。第四章主要就是從語(yǔ)言遷移、漢語(yǔ)差比句本身的特點(diǎn)、以及教材和練習(xí)幾個(gè)角度探討了日韓留學(xué)生偏誤產(chǎn)生的原因。母語(yǔ)的遷移首先是二語(yǔ)習(xí)得過(guò)程中偏誤產(chǎn)生的首要原因,結(jié)合本文語(yǔ)料中學(xué)生的偏誤實(shí)例,我們對(duì)漢、日、韓語(yǔ)典型比較句,從以下幾個(gè)方面作出對(duì)比:1)比較標(biāo)記的位置;2)比較結(jié)果補(bǔ)語(yǔ)的位置;3)程度副詞的選擇;4)日語(yǔ)、韓語(yǔ)的自身表達(dá)特點(diǎn)。目的語(yǔ)知識(shí)的遷移也是偏誤產(chǎn)生的一大原因。當(dāng)學(xué)習(xí)到其他類型的比較句式的時(shí)候,前期掌握的規(guī)則會(huì)直接影響到新知識(shí)的應(yīng)用。漢語(yǔ)差比句本身內(nèi)部結(jié)構(gòu)獨(dú)特、復(fù)雜,也是偏誤產(chǎn)生的一大原因。教材的編排和解釋也是導(dǎo)致學(xué)生差比句偏誤產(chǎn)生的一大原因。目前教材的編寫(xiě)和教學(xué),雖說(shuō)有一定的大綱指導(dǎo),但是在實(shí)際編排上還是缺乏統(tǒng)一的標(biāo)準(zhǔn)。最后,在分析偏誤的基礎(chǔ)上,文章對(duì)教師的課堂教學(xué)以及教材的語(yǔ)法點(diǎn)編排,提出了一些建議和意見(jiàn)。即:1)加強(qiáng)研究成果與教學(xué)的有機(jī)結(jié)合;2)課堂教學(xué)方面,要循序漸進(jìn),重視常用搭配的使用,合理糾錯(cuò);3)教材和練習(xí)的編排也要科學(xué)、靈活。
[Abstract]:"Comparison" is a broad and universal semantic category in the language. Difference sentences are typical sentences in modern Chinese comparative sentences. Based on the "HSK dynamic composition corpus" of Beijing Language and Culture University, this paper focuses on the acquisition of the difference sentences of Japanese and Korean students. This article introduces the theory of comparative analysis and the intermediary. The 342 chapter is the core of the thesis. In the third chapter, in the third chapter, the HSK dynamic composition corpus of Beijing Language and Culture University (1.1 version) is the study object, and the 121 cases of errors are examined in detail and By analyzing and summarizing the types and characteristics of the errors, the comparison results, comparison marks and common formats are made by analyzing and summarizing the types and characteristics of the errors. "The three types of errors are the" heavy disaster areas "in the" heavy disaster area ", especially the error of the comparative results. The proportion of the certificate ancestor and the non certificate group is the highest. In addition, through the comparison between the groups, the paper also finds that with the improvement of the students' Chinese level, the error situation has not been greatly improved in some aspects of the acquisition of the difference sentences, and the certificate group has a certificate group. The fourth chapter is mainly from the language transfer, the characteristics of the Chinese difference sentence and the teaching material and practice. The first is the first reason for the error of the two language acquisition, and the error of the middle school students in this article is true. For example, we compare the typical comparative sentences of Han, Japanese and Korean from the following aspects: 1) compare the position of marking; 2) compare the position of the complement of the result; 3) the choice of the degree adverb; 4) the characteristics of the Japanese and Korean itself. The transfer of the knowledge of the target language is also a major cause of the error. When learning the other types of comparative sentences, The rules that are mastered in the early stage will directly affect the application of new knowledge. The internal structure of the Chinese difference sentence is unique and complex, and it is also a major cause of errors. The arrangement and interpretation of the textbooks are also a major reason for the errors of the students' difference sentences. The compilation and teaching of the teaching materials, although there are some syllabus guidance, are actually compiled. In the end, on the basis of the analysis of errors, the article puts forward some suggestions and opinions on the teacher's classroom teaching and the arrangement of the grammar points of the teaching materials. That is, 1) strengthening the organic combination of the research results and teaching; 2) in the classroom teaching, we should pay attention to the use of common collocations, correct error correction; 3) teaching materials and The arrangement of practice should also be scientific and flexible.
【學(xué)位授予單位】：北京外國(guó)語(yǔ)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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