本文選題：HSK動態(tài)作文語料庫 + 很��； 參考：《吉林大學(xué)》2012年碩士論文

【摘要】：基于HSK動態(tài)作文語料庫的“很”的偏誤分析 在現(xiàn)代漢語中，“很”是一個使用頻率很高且具有多種語法功能的程度副詞，“很”的組合能力具有較強的靈活性，不僅僅能修飾形容詞、助動詞或動詞短語、置于“得”后，近些年來隨著語言的發(fā)展，“很”也能修飾少數(shù)名詞。本族人對“很”的使用習(xí)焉不察，留學(xué)生的漢語掌握“很”卻有一定的難度。筆者在HSK動態(tài)作文語料庫中檢索發(fā)現(xiàn)，留學(xué)生在使用“很”的過程中存在大量偏誤，本研究共搜集到392例。 本研究主要運用中介語理論、偏誤分析理論等相關(guān)的語言學(xué)理論和語言教學(xué)理論對語料庫中“很”的偏誤現(xiàn)象進行分析，并采用描寫和解釋的方法，對HSK語料庫中“很”的句子進行標記、全面考察，對偏誤進行細致地描述、分類，并從中找出規(guī)律。 本研究共分四章： 第一章是緒論，介紹了“很”的本體研究現(xiàn)狀、第二語言教學(xué)研究現(xiàn)狀以及本文的價值與不足。目前關(guān)于“很”的本體研究成果較多，在第二語言教學(xué)領(lǐng)域傾向于從不同母語學(xué)習(xí)者產(chǎn)生的偏誤這一角度出發(fā)進行研究，所得結(jié)論不具有普適性。故本研究運用語料庫研究方法，中介語理論、偏誤分析理論等相關(guān)理論對“很”進行偏誤分析。 第二章是對本文所依據(jù)的理論和研究方法的說明。本文依據(jù)的理論是中介語理論及偏誤分析理論，兩者都是語言習(xí)得理論的重要理論基礎(chǔ)。研究方法是語料庫研究方法，對語料進行直觀標記和描述分析。從語料庫中直接檢索到的用錯“很”的句子共283例，為了使留學(xué)生學(xué)習(xí)“很”的規(guī)律能更全面更深刻地呈現(xiàn)出來，我們檢索了“很”的別字、“很”與“太、真、最、挺”的誤用，共搜到392例語料。在遵循原始語料的前提下，對選用的語料一一進行標記或微調(diào)。 第三章運用中介語理論、偏誤分析理論等對留學(xué)生學(xué)習(xí)“很”的偏誤進行了深入分析。從誤用、遺漏、誤加和別字等角度，以三個平面理論（語法、語義、語用）為基準、392例語料為研究范圍展開分析。誤用一節(jié)從意義相近的詞的誤用這一角度出發(fā)分析語料，發(fā)現(xiàn)“很”與“真、太、更、多（么）”等詞誤用頻率很高，“很”在比較句中的誤用也是一大顯著特征，另外對意義相近但屬個別偏誤現(xiàn)象的，如“最、挺、那么、十分、非常、越、的確”等進行了簡要分析描述。遺漏一節(jié)從“很”修飾形容詞性成分、動詞性成分的角度對留學(xué)生作文中遺漏“很”的語料進行分析，并指出“很”在句中必不可少的原因是“很”具有完句或起音節(jié)韻律的作用。誤加一節(jié)從“很”與表程度義的詞的疊加、“很”修飾狀態(tài)形容詞、“很”修飾名詞、“很”修飾動詞性成分的偏誤情況分析“很”的誤加語料。別字一節(jié)通過對字形的描述，分析了“很”與“跟、狠、恨、得”等字混淆的情況。通過以上四方面的綜合描述分析，使“很”的句法規(guī)則、語義特征、語用規(guī)則更加顯著，，也使留學(xué)生學(xué)習(xí)“很”的偏誤規(guī)律清晰地呈現(xiàn)出來。 第四章基于前文對留學(xué)生學(xué)習(xí)“很”的偏誤分析成果，總結(jié)了產(chǎn)生偏誤的原因，并針對性地提出教學(xué)建議。偏誤原因從母語的負遷移、目的語規(guī)則的泛化、學(xué)習(xí)的策略、教材的影響、教學(xué)的失誤等五個方面來闡釋，并從對“很”的解釋到與近義詞的比較、從“很”的語法到字形，從學(xué)生的認知心理到教師的教學(xué)方法，從“很”的本體到蘊含的文化內(nèi)涵等等方面給出“很”的第二語言教學(xué)建議。
[Abstract]:Error analysis of "HSK" based on dynamic composition corpus
In modern Chinese, "very" is a degree adverb with a high frequency and a variety of grammatical functions. The combination ability of "very" has strong flexibility. It is not only able to modify adjectives, auxiliary verbs or verb phrases. After "getting", in recent years, with the development of language, "very" can also modify a few nouns. In the HSK dynamic composition corpus, the author found that a large number of errors existed in the process of using "very", and 392 cases were collected in this study.
This study mainly uses the interlanguage theory, the error analysis theory and other related linguistic theories and language teaching theories to analyze the "very" errors in the corpus, and use the method of description and interpretation to mark the "very" sentences in the HSK corpus, to make a thorough examination, and to describe and classify the errors in detail. Find out the rules.
There are four chapters in this study.
The first chapter is the introduction, which introduces the present situation of the "very" ontology research, the present situation of the second language teaching research and the value and deficiency of this article. At present, there are many achievements in the study of "very" noumenon. In the field of second language teaching, it tends to study from the angle of errors produced by different mother language learners. Therefore, the corpus analysis method, interlanguage theory, error analysis theory and other related theories are used to analyze the errors of "very".
The second chapter is the explanation of the theory and research methods based on this article. The theory is based on the theory of Interlanguage and the theory of error analysis. Both are the important theoretical foundations of the theory of language acquisition. In order to make the students study the law of "very" more comprehensive and deeper, we searched the words "very", "very" and "too, true, the most," the misuse, a total of 392 cases of the corpus. Under the premise of following the original corpus, the selected corpus is marked or fine tuned.
The third chapter uses the interlanguage theory and the error analysis theory to make an in-depth analysis of the "very" errors in the study of the foreign students. From the angle of misuse, omission, misuse and other words, the three plane theory (grammar, semantics, pragmatics) is the benchmark, and 392 cases are analyzed for the study scope. Misuse a section from the angle of misuse of words with similar meaning The misuse of words "very" and "true, too, more, more (more)" is very frequently misused, and the misuse of "very" in the comparative sentence is also a significant feature. In addition, a brief analysis of the misuse in the comparative sentence, such as "the most, the most, so, very, very, the more," is briefly described. To modify adjective components and the angle of verb elements to analyze the missing "very" material in the foreign students' composition, and point out that "very" in the sentence is the essential reason for "very" with the sentence or the function of the syllable rhythm. "" modifier noun "," very "modifies the error of the verb component analysis" very "misinformation. By the description of the character, the article analyzes the confusion between" very "and" heel, ruthless, hate, and ". Through the comprehensive description and analysis of the above four aspects, the" very "syntactic, semantic and pragmatic rules are made more obvious. It also makes foreign students learn "very" error rules clearly.
The fourth chapter, based on the previous study of "very" errors in the study of foreign students, summarizes the causes of errors and proposes teaching suggestions. The reasons for errors are explained from five aspects, such as negative transfer of the mother tongue, the generalization of the target language rules, the strategy of learning, the influence of the teaching materials, the error of teaching and so on, and the explanation to the "very" from the "very" The comparison of synonyms, from the "very" grammar to the font, from the cognitive psychology of the students to the teaching methods of the teachers, and from the "very" noumenon to the implication of the cultural connotation, gives the "very" second language teaching suggestions.
【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

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