發(fā)布時(shí)間：2018-05-10 10:00

  本文選題：能愿動(dòng)詞否定形式 + 偏誤現(xiàn)狀��； 參考：《遼寧師范大學(xué)》2012年碩士論文

【摘要】：隨著我國(guó)社會(huì)的快速發(fā)展，國(guó)際間的交流越來(lái)越廣泛，外國(guó)人學(xué)習(xí)漢語(yǔ)的熱情也越來(lái)越高，，到我們國(guó)家來(lái)留學(xué)的人員也越來(lái)越多，怎樣才能讓留學(xué)生學(xué)好漢語(yǔ)，是對(duì)外漢語(yǔ)教學(xué)中的重要問(wèn)題。 在使用漢語(yǔ)進(jìn)行交流時(shí)，能愿動(dòng)詞的使用頻率很高。由于能愿動(dòng)詞的肯定和否定形式的不對(duì)稱性，導(dǎo)致了留學(xué)生在使用能愿動(dòng)詞的否定形式時(shí)，容易出現(xiàn)偏誤，這已經(jīng)成了留學(xué)生學(xué)習(xí)和使用漢語(yǔ)的瓶頸。針對(duì)這一現(xiàn)狀，本文展開了對(duì)留學(xué)生使用能愿動(dòng)詞否定形式的偏誤探究。這一研究有助于留學(xué)生對(duì)能愿動(dòng)詞否定形式的理解和掌握，更有助于提高教學(xué)質(zhì)量，完善現(xiàn)有的對(duì)外漢語(yǔ)教材。 在綜述了現(xiàn)有對(duì)能愿動(dòng)詞否定形式的研究后，我們發(fā)現(xiàn)當(dāng)下的本體研究成果很難直接運(yùn)用到對(duì)外漢語(yǔ)教學(xué)中，對(duì)實(shí)踐的指導(dǎo)意義不大。因此，本文首先利用自然語(yǔ)言肯定與否定公理對(duì)能愿動(dòng)詞肯定與否定的不對(duì)稱原因和規(guī)律進(jìn)行分析，確定能愿動(dòng)詞否定形式的義項(xiàng)，并對(duì)“沒(méi)”和“不”的用法以及可能補(bǔ)語(yǔ)否定形式與能愿動(dòng)詞否定形式的用法等特殊表現(xiàn)加以說(shuō)明；然后運(yùn)用統(tǒng)計(jì)法對(duì)“HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)”中有關(guān)能愿動(dòng)詞否定形式的錯(cuò)句進(jìn)行歸類，總結(jié)偏誤類型，分析偏誤原因；最后針對(duì)所產(chǎn)生的偏誤，提出解決對(duì)策。 本文研究的主要?jiǎng)?chuàng)新指出是：首先，從理論上確定了肯定和否定不對(duì)稱的規(guī)律及不對(duì)稱原因，是由于語(yǔ)義程度的變化而使肯定與否定對(duì)稱情況發(fā)生了變化，這使得在對(duì)外漢語(yǔ)教學(xué)時(shí)教師將有理可依；其次，結(jié)合“HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)”中的學(xué)生病句，利用偏誤分析理論，總結(jié)出了留學(xué)生在能愿動(dòng)詞否定形式這個(gè)問(wèn)題上易產(chǎn)生偏誤的類型，和各偏誤類型所占比例，并對(duì)偏誤率較高的幾組詞語(yǔ)進(jìn)行了辨析；最后，從教材和教學(xué)兩方面提出了有針對(duì)性的建議，在教學(xué)中教師應(yīng)加強(qiáng)語(yǔ)境教學(xué)，并對(duì)易產(chǎn)生偏誤的詞語(yǔ)進(jìn)行重點(diǎn)講解，在教材中也應(yīng)該提高對(duì)能愿動(dòng)詞否定形式的重視程度，在語(yǔ)法講解部分不但要對(duì)能愿動(dòng)詞的義項(xiàng)進(jìn)行合理劃分，而且應(yīng)該對(duì)其肯定與否定形式的轉(zhuǎn)換加以說(shuō)明，并給出充足的例句。 希望通過(guò)本文的研究，可以確定能愿動(dòng)詞否定形式在對(duì)外漢語(yǔ)教學(xué)中的重要性，并對(duì)教學(xué)有積極的指導(dǎo)意義。
[Abstract]:With the rapid development of our society, international exchanges are becoming more and more extensive, foreigners' enthusiasm for learning Chinese is also increasing, and more and more people are studying in our country. How can we enable international students to learn Chinese well? It is an important problem in teaching Chinese as a foreign language. In the use of Chinese for communication, can wish verb use frequency is very high. Because of the asymmetry of positive and negative forms of NV verbs, it is easy for foreign students to make errors when they use the negative forms of NV verbs, which has become the bottleneck for foreign students to learn and use Chinese. In view of this situation, this paper explores the errors in the use of negative forms of NV verbs by foreign students. This study helps foreign students to understand and master the negative forms of NV verbs, to improve the quality of teaching and to perfect the existing textbooks of Chinese as a foreign language. After summarizing the existing researches on the negative forms of NV verbs, we find that the current Noumenon research results are difficult to be directly applied to the teaching of Chinese as a foreign language, which is of little significance to practice. Therefore, in this paper, we first use natural language affirmation and negation axioms to analyze the asymmetric causes and laws of positive and negative verbs, and to determine the meaning of negative forms of can wish verbs. It also explains the usage of "no" and "no" as well as the negative forms of possible complement and the negative forms of possible verbs. Then it classifies the negative sentences in HSK dynamic composition Corpus, summarizes the types of errors, analyzes the causes of errors, and finally puts forward some countermeasures to solve the errors. The main innovations of this paper are as follows: firstly, the law of positive and negative asymmetries and the reasons of asymmetry are determined theoretically, which is caused by the change of semantic degree, which results in the change of positive and negative symmetry. This makes it possible for teachers to follow in teaching Chinese as a foreign language. Secondly, combining with the students' ill sentences in HSK dynamic composition Corpus, the theory of error analysis is used. This paper summarizes the types of errors that foreign students tend to produce on the negative form of NV verbs, and the proportion of each error type, and analyzes several groups of words with high error rate. This paper puts forward some pertinent suggestions from two aspects of teaching materials and teaching. In teaching, teachers should strengthen contextual teaching, and focus on the explanation of words which are prone to errors. In the teaching materials, they should also pay more attention to the negative forms of willing verbs. In the grammatical explanation part, we should not only reasonably divide the meaning of the vantable verb, but also explain the transformation of its positive and negative forms, and give sufficient examples. It is hoped that through the study of this paper, we can determine the importance of negative form of can wish verbs in teaching Chinese as a foreign language, and have positive guiding significance for teaching Chinese as a foreign language.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H146

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