本文選題：HSK動態(tài)作文語料庫　切入點：介詞　出處：《吉林大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：介詞的教學(xué)在對外漢語教學(xué)中是一個難點，因為介詞并沒有實際的意義，需要與其他詞匯搭配形成介詞結(jié)構(gòu)做句子成分，這一既抽象又復(fù)雜的語法點學(xué)生掌握起來是比較困難的，留學(xué)生在使用介詞時的偏誤比較多，本文選取HSK動態(tài)作文語料庫中介詞“給”作為研究對象，對語料進行分析歸納，系統(tǒng)研究，希望可以對對外漢語教學(xué)有所幫助。本文的研究主要包括五個部分： 第一部分是緒論。主要包括選題的緣由，研究范圍及語料來源，研究理論背景和研究綜述幾方面。 第二部分是在前人研究的基礎(chǔ)上，對HSK動態(tài)作文語料庫中介詞“給”的偏誤進行分析歸類，主要分為三種類型，即混用偏誤，遺漏偏誤和誤加偏誤。 第三部分是根據(jù)中介語理論，分析留學(xué)生介詞“給”偏誤產(chǎn)生的原因，從母語負遷移，目的語知識泛化，教師，學(xué)生，教材五方面具體闡述了導(dǎo)致偏誤產(chǎn)生的因素。 第四部分是教學(xué)對策的提出。針對語料庫中介詞“給”的偏誤類型和分析歸納出的偏誤原因，提出解決策略，主要包括加強本體研究，注重教師課堂教學(xué)和合理編排對外漢語教材三方面，，希望可以對對外漢語教學(xué)起到一定的幫助作用，使留學(xué)生盡量避免偏誤的產(chǎn)生。 第五部分為結(jié)語。結(jié)語部分對全文進行高度概括總結(jié)，闡述了本文的論述成果和存在的不足之處。
[Abstract]:The teaching of prepositions is a difficult point in teaching Chinese as a foreign language, because prepositions have no practical meaning and need to be collocated with other words to form prepositional structures as sentence elements. This abstract and complicated grammar point is difficult for students to master, and there are many errors in the use of prepositions by foreign students. This paper selects the preposition "Zai" in the HSK dynamic composition corpus as the research object, and analyzes and induces the corpus. It is hoped that the systematic study can be helpful to the teaching of Chinese as a foreign language. The research of this paper mainly includes five parts:. The first part is the introduction, including the reason of the topic, the scope of the research and the source of the corpus, the theoretical background and the summary of the research. In the second part, on the basis of previous studies, the preposition "give" errors in HSK dynamic composition corpus are analyzed and classified, which are divided into three types, that is, mixed errors, omissions errors and errors plus errors. In the third part, according to the theory of interlanguage, the author analyzes the causes of errors caused by prepositions of foreign students, including negative transfer of mother tongue, generalization of knowledge of target language, teachers, students and textbooks. The 4th part is the teaching countermeasure. Aiming at the error type of the preposition "giving" in the corpus and analyzing the reasons of the error, the paper puts forward the solution strategy, which mainly includes strengthening the ontology research. It is hoped that paying attention to the teaching of Chinese as a foreign language and reasonably arranging the teaching materials of Chinese as a foreign language can help the teaching of Chinese as a foreign language and make the students avoid errors as far as possible. Part 5th is the conclusion. The conclusion part summarizes the full text, expounds the achievements and shortcomings of this paper.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

【引證文獻】

相關(guān)碩士學(xué)位論文 前1條

1 沈明秀;越南學(xué)生漢語介詞偏誤研究[D];吉林大學(xué);2013年

本文編號：1577128