本文選題：“知道”類動(dòng)詞 + 偏誤分析　； 參考：《華中師范大學(xué)》2012年碩士論文

【摘要】：動(dòng)詞在對(duì)外漢語(yǔ)教學(xué)中有著十分重要的地位。留學(xué)生動(dòng)詞的正確掌握與利用直接影響他意思表達(dá)的準(zhǔn)確性。針對(duì)動(dòng)詞的偏誤現(xiàn)象,以往學(xué)者的研究主要集中在動(dòng)詞的位置、句法結(jié)構(gòu)等語(yǔ)法方面,從動(dòng)詞的義項(xiàng)層面來(lái)考察偏誤情況的比較少。本文嘗試從詞匯語(yǔ)義學(xué)的角度,著眼于詞語(yǔ)的詞匯意義,考察留學(xué)生“知道”類動(dòng)詞的偏誤問(wèn)題。文章分析了“知道”類動(dòng)詞的主要偏誤類型,詳盡地探討了所產(chǎn)生偏誤的原因及規(guī)律,并提出相應(yīng)的辨析方法及教學(xué)對(duì)策。文章的主體主要有以下三個(gè)部分： 1.留學(xué)生“知道”類動(dòng)詞習(xí)得過(guò)程中的偏誤類型。文章的第二部分結(jié)合了偏誤分析理論和語(yǔ)言對(duì)比理論,探討了詞語(yǔ)偏誤類型,并總結(jié)分析了留學(xué)生在學(xué)習(xí)“知道”類動(dòng)詞的過(guò)程中出現(xiàn)的詞性混用、詞義混淆、和搭配不當(dāng)?shù)绕`類型,并根據(jù)偏誤語(yǔ)料對(duì)每種類型都給予了例句。 2.偏誤原因的分析。文章對(duì)留學(xué)生習(xí)得漢語(yǔ)“知道”類動(dòng)詞的偏誤原因進(jìn)行探討,著重從母語(yǔ)和目的語(yǔ)方面入手,同時(shí)也對(duì)學(xué)生與教師方面的因素進(jìn)行了分析。 3.根據(jù)文章中偏誤問(wèn)題的分析提出相應(yīng)的教學(xué)對(duì)策。文章不僅提出了幾種辨析角度和辨析方法,還提出了對(duì)外漢語(yǔ)教學(xué)中的一些改進(jìn)策略,以期有助于對(duì)外漢語(yǔ)詞匯教學(xué)。 前人對(duì)動(dòng)詞偏誤情況的考察主要是從語(yǔ)法角度展開(kāi)的,本文試圖打破這個(gè)局限,將目標(biāo)詞語(yǔ)的使用偏誤與動(dòng)詞的意義和漢英對(duì)譯詞的關(guān)系聯(lián)系起來(lái),從詞匯的義項(xiàng)層面探討動(dòng)詞的偏誤情況,期望能為對(duì)外漢語(yǔ)動(dòng)詞的教學(xué)與研究提供一些參考。
[Abstract]:Verbs play an important role in teaching Chinese as a foreign language. The correct mastery and use of verbs directly affect the accuracy of the expression of his meaning. In view of the phenomenon of verb bias, previous scholars mainly focused on the position of verbs, syntactic structure and other grammatical aspects. From the perspective of lexical semantics and focusing on the lexical meaning of words, this paper attempts to investigate the errors of "know" verbs in foreign students. This paper analyzes on the main types of errors of the verb "know", probes into the causes and rules of the errors in detail, and puts forward the corresponding discrimination methods and teaching countermeasures. The main body of the article is as follows: 1. The types of errors in the acquisition of "know" verbs by foreign students. The second part of the article combines the theory of error analysis and the theory of language contrast, discusses the types of errors of words, and summarizes and analyzes the mixed use of parts of speech and the confusion of word meaning in the process of learning "know" verbs by foreign students. And improper collocation and other error types, and according to the error corpus to give examples of each type. 2. An analysis of the causes of errors. This paper probes into the causes of errors in the acquisition of Chinese "know" verbs by foreign students, focusing on the aspects of mother tongue and target language, as well as the factors of students and teachers. 3. According to the analysis of errors in the article, the corresponding teaching countermeasures are put forward. This paper not only puts forward several discriminative angles and methods, but also puts forward some improving strategies in teaching Chinese as a foreign language, in the hope of contributing to the teaching of Chinese vocabulary as a foreign language. This paper attempts to break this limitation by linking the use of target words with the meaning of verbs and the relationship between Chinese and English translation words. This paper probes into the errors of verbs from the aspect of lexical meanings and hopes to provide some references for the teaching and research of Chinese verbs as a foreign language.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 展飛;基于偏誤分析的對(duì)外漢語(yǔ)“知道”類動(dòng)詞研究[D];山東大學(xué);2013年

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本文編號(hào)：1904372