本文選題：副詞“還”　切入點：偏誤分析　出處：《河南大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：在對外漢語教學(xué)中，漢語學(xué)習(xí)者使用副詞“還”的頻率和偏誤率都比較高，但是現(xiàn)代漢語中有關(guān)副詞“還”的研究卻不是很多，不利于對外漢語教學(xué)中“還”的針對性教學(xué)。為了幫助漢語學(xué)習(xí)者更好地理解和掌握副詞“還”的特征和用法，本文以留學(xué)生作文作為語料，試圖通過偏誤分析理論，分析留學(xué)生使用副詞“還”的偏誤類型和產(chǎn)生這些偏誤的主要原因，以便提出更有針對性且更有效的教學(xué)策略。 全文共分為五個部分。 緒論主要介紹本文的選題的緣由和副詞“還”的研究現(xiàn)狀。在研究現(xiàn)狀中，對副詞“還”本體研究和對外漢語教學(xué)中的研究進行了綜述，其中本文采用的研究方法是偏誤分析和中介語理論。 第一章是副詞“還”的語義系統(tǒng)。從歷時角度著手，分析副詞“還”的語義來源。從共時角度對“還”的概括入手，總結(jié)出“還”常見的七個義項。 第二章是副詞“還”的偏誤研究及教學(xué)策略。本章中我們從語義角度重點分析了留學(xué)生使用副詞“還”的偏誤情況；同時又從偏誤類型的角度，分析副詞“還”偏誤類型。結(jié)合二者的分析得出偏誤的原因，針對前面提到的偏誤的主要原因，提出了有針對性的教學(xué)建議：掌握“還”的基本義；分級教學(xué)；加強辨析。 第三章是教材里的“還”，結(jié)合前面的研究，對四種主流對外漢語教材里“還”的語法點的編排進行統(tǒng)計分析，考察語言點的設(shè)置是否覆蓋全面，主要是看是否覆蓋《漢語水平詞匯與漢字等級大綱》要求出現(xiàn)的“還”的義項，是否覆蓋第一章中總結(jié)出的“還”七種義項。并提出教材編寫建議，使語言點的編排更符合學(xué)生的認(rèn)知規(guī)律。 結(jié)語部分，，對全文進行了總結(jié)，得出的研究的結(jié)論，限于語料的規(guī)模和個人有限的學(xué)識和能力，論文尚存在不足之處，有待以后進一步完善。
[Abstract]:In teaching Chinese as a foreign language, Chinese learners use adverbs "Hui" with high frequency and error rate, but there are not many researches on adverbs "Huanghui" in modern Chinese. In order to help Chinese learners to better understand and master the characteristics and usage of adverbs, this paper takes the composition of foreign students as the corpus and tries to analyze the theory of bias through the theory of error analysis, in order to help Chinese learners better understand and master the characteristics and usage of the adverb "return" in the teaching of Chinese as a foreign language. This paper analyzes the types of errors of foreign students using adverbs "return" and the main causes of these errors, in order to put forward more targeted and effective teaching strategies. The full text is divided into five parts. The introduction mainly introduces the reason of choosing the topic and the research status of the adverb "Huanghui". In the present research situation, it summarizes the research on the ontology of the adverb "Huanghua" and the teaching of Chinese as a foreign language. The methods used in this paper are error analysis and interlanguage theory. The first chapter is the semantic system of the adverb "Hui". From a diachronic point of view, the author analyzes the semantic source of the adverb "Hui", and sums up the seven common meanings of "Hui" from a synchronic point of view. The second chapter is the error research and teaching strategy of adverb Huan.In this chapter, we mainly analyze the error of foreign students using adverb "Huanghui" from the semantic point of view, and at the same time, from the perspective of the type of error, This paper analyzes the types of errors of adverbs "Huanghuang". According to the main reasons of the errors mentioned above, the author puts forward some pertinent teaching suggestions: mastering the basic meaning of "return"; grading teaching; and strengthening discrimination and analysis. The third chapter is the "Hui" in the teaching materials. Combined with the previous research, the author makes a statistical analysis of the arrangement of the grammar points in the four mainstream Chinese as a foreign language teaching materials, and investigates whether the language points have comprehensive coverage. It is mainly to see whether or not to cover the meaning of "Hui" that is required by the outline of Chinese level Vocabulary and Chinese characters, and whether to cover the seven meanings of "Huo" as summarized in Chapter 1, and to put forward some suggestions for compiling textbooks. Make the arrangement of language points more in line with the students' cognitive laws. The conclusion is limited to the size of the corpus and the limited knowledge and ability of individuals. There are still some deficiencies in the thesis, which need to be further improved.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195.3

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