本文選題：新HSK(六級) + 易混淆動詞　； 參考：《遼寧師范大學》2012年碩士論文

【摘要】：語言是音義結(jié)合的符號系統(tǒng)。詞是語言中能夠獨立運用的最小的符號。漢語詞匯經(jīng)過社會的變遷和時代的洗禮,發(fā)展至今日出現(xiàn)了很多音似、形似、意似的詞語,漢語學習者經(jīng)�；煊眠@些詞語。這些被混用的詞語已經(jīng)脫離了本體研究中的“同義詞”“近義詞”范圍,針對這些詞語,對外漢語界提出了“易混詞”的概念。目前已有不少學者對易混詞進行了研究,并有了很多研究成果。但是易混詞系統(tǒng)本身是一個動態(tài)系統(tǒng),研究范圍的不確定給易混詞的研究帶來了困難。通過調(diào)查我們得知,很多漢語學習者學習漢語的最終目的是參加新HSK六級考試,所以本文將研究新HSK六級大綱后附詞匯表中的易混動詞的混淆情況。 本文共分六章： 第一章為引言。主要介紹了本文的研究背景、研究的目的與意義、研究的理論基礎(chǔ)、主要的研究方法和本文的寫作思路與框架。 第二章為論文綜述。在這一部分我們對前人的研究情況與研究成果進行分析與總結(jié)。本章分為兩部分進行論述,第一部分是同義詞、近義詞的研究情況。在這部分我們介紹了同義詞、近義詞的研究成果,對具有代表性的學者的觀點與研究結(jié)論加以分析介紹。第二部分論述了易混詞的研究情況,介紹了易混詞的產(chǎn)生、發(fā)展和發(fā)展過程中的具有代表性的研究成果。從本章的論述中,我們可以得出結(jié)論：對外漢語界的同義詞、近義詞研究已經(jīng)慢慢轉(zhuǎn)向“易混詞”的研究,這已經(jīng)是一個不可逆轉(zhuǎn)的趨勢。 第三章為新HSK六級易混動詞使用情況調(diào)查。這一章分為兩節(jié),第一節(jié)為研究的對象與范圍。通過討論漢語學習者使用動詞的混淆情況與分析前人的研究成果,我們將易混動詞作為本文的研究對象,并將研究范圍確定為《新漢語水平考試大綱六級》中的1947個動詞當中的915個易混動詞。第二節(jié)為易混動詞使用情況的調(diào)查研究。在這一節(jié)我們通過兩份問卷調(diào)查分析總結(jié)了漢語學習者對新HSK六級的態(tài)度與新HSK六級中易混動詞類試題的掌握情況。通過分析問卷的結(jié)果得知,大多數(shù)漢語學習者對新HSK六級中的易混詞辨析類題目具有畏難情緒,他們對易混詞的知識掌握的不好,漢語學習者很需要一種針對易混動詞的辨析方法。 第四章為易混動詞的偏誤分析。這一章分為三節(jié)。第一節(jié)是易混動詞的偏誤例句統(tǒng)計,我們在附錄B中隨機抽取三組易混動詞,從北京語言大學的HSK動態(tài)作文語料庫中抽取全部關(guān)于這三組易混動詞的混用偏誤語料,筆者對這些動詞的混用偏誤語料進行整理,除去非動詞混淆的偏誤,對這些動詞混淆用法的偏誤進行分析。我們得出結(jié)論：語料庫中的易混動詞的偏誤主要是CC類,即錯詞類。第二節(jié)為易混動詞的偏誤分類。我們根據(jù)CC類錯誤的不同情況,對易混動詞的偏誤進行了分類,即語義偏誤、語法偏誤、語用偏誤。并對每一種偏誤做了小分類與分析。第三節(jié)是易混動詞偏誤產(chǎn)生的原因。我們根據(jù)偏誤原因與漢語學習者的關(guān)系,將偏誤原因分為兩大類,主觀原因和客觀原因,并將每種原因分成不同的小類進行論述。 第五章為易混動詞的教學方法與策略。在這一章中我們就易混動詞的教學提出了一些方法與策略。本文介紹了四種教學方法,即語素辨析法、語義特征辨析法、搭配辨析法、語境辨析法。根據(jù)心理學中的自我效能理論,提出了五點教學策略,即對學生進行外部強化、培養(yǎng)學生的學習策略、幫助學生樹立正確的目標、創(chuàng)造寬松的教育環(huán)境以及輸入假說提出的i+1課堂輸入策略。 第六章為結(jié)語。這一章對本文的主要內(nèi)容與結(jié)論做了一個簡要的概括,并介紹了本文的創(chuàng)新之處與不足之處。
[Abstract]:Language is the symbolic system of the combination of sound and meaning. Words are the smallest symbols that can be used independently in language. After the changes of the society and the baptism of the times, the Chinese vocabulary has developed to today many sounds like, like, meaning like words, and Chinese learners often use these words. These words have been separated from the research of the ontology. "Synonym", "synonym" range, in view of these words, the concept of "easy to mix words" is put forward in the field of Chinese as a foreign language. At present, many scholars have studied the easily mixed words and have many research results. But the system itself is a dynamic system, and the uncertainty of the scope of the study brings difficulties to the research of the easily mixed words. After investigating, we know that the ultimate goal of many Chinese learners to learn Chinese is to take the new HSK six test, so this article will study the confusion of the mixed verbs in the vocabulary of the new HSK syllabus.
This article is divided into six chapters.
The first chapter is introduction. It mainly introduces the background of the study, the purpose and significance of the study, the theoretical basis of the study, the main research methods and the thinking and framework of the writing of this article.
The second chapter is a summary of the thesis. In this part, we analyze and summarize the research and research results of the predecessors. This chapter is divided into two parts. The first part is the study of synonyms and synonyms. In this part, we introduce synonyms, the research results of synonyms, and the views and studies of representative scholars. The second part discusses the research situation of the confuse words and introduces the representative research results in the process of the production, development and development of the mixed words. From this chapter, we can draw a conclusion that the synonyms of the Chinese language circle have slowly turned to the research of "mixed words". It is an irreversible trend.
The third chapter is the investigation of the use of the new HSK six mixed verbs. This chapter is divided into two sections. The first section is the object and scope of the study. Through the discussion of the confusion of the verbs used by the Chinese learners and the analysis of the previous research results, we take the easy verb as the object of this study and determine the scope of the study as "the new Chinese proficiency test." 915 of the 1947 verbs in the six class of the syllabus. The second section is the investigation of the use of the mixed verbs. In this section, we analyze and sum up the Chinese learners' attitude to the new HSK six and the handgrip of a new type of word class test in the new HSK six through two questionnaires. Most Chinese learners are difficult to discriminate in the new HSK six class. They are not good at the knowledge of the mixed words. The Chinese learners need a method of discrimination against the easy to mix verbs.
The fourth chapter is the error analysis of the miscible verbs. This chapter is divided into three sections. The first section is the error example of the mismixed verbs. We randomly select three groups of mixed verbs in Appendix B, and extract all of the three groups of mismixed verbs from the dynamic composition corpus of Beijing Language and Culture University. The error of the misuse of these verbs is analyzed with the misuse of misinformation, and the misuse of these verbs is analyzed. We draw a conclusion that the errors of the mixed verbs in the corpus are mainly CC, that is, the wrong word class. The second section is the error classification of the mixed verbs. The third section is the cause of the misuse of the misuse of verbs. According to the relationship between the errors and the Chinese learners, we divide the reasons into two categories, the subjective and the objective reasons, and divide the reasons into different subcategories. Discuss it.
The fifth chapter is the teaching method and strategy of the miscible verb. In this chapter, we put forward some methods and strategies for the teaching of easily mixed verbs. This paper introduces four kinds of teaching methods, namely, morpheme discrimination, semantic feature discrimination, collocation discrimination and context discrimination. According to the theory of self-efficacy in psychology, five teaching strategies are put forward. It is to strengthen the students externally, to cultivate the students' learning strategies, to help the students to set the correct goals, to create a relaxed educational environment and to input the i+1 input strategy put forward by the hypothesis.
The sixth chapter is the conclusion. This chapter makes a brief summary of the main contents and conclusions of this article, and introduces the innovations and shortcomings of this paper.

【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195.3

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