“要不”的偏誤分析及教學(xué)策略
發(fā)布時(shí)間：2018-07-20 20:19
【摘要】：本文重點(diǎn)研究“要不”一詞,它是現(xiàn)代漢語中重要的虛詞。本文在前人研究的基礎(chǔ)上,將“要不”視作四種用法：[要不1]連詞,表假設(shè)；[要不2]連詞,表選擇；[要不3]副詞,表建議；[要不4]副詞,表醒悟。文章先從“要不”的本體出發(fā),從詞義、句間語義關(guān)系、句法等角度對(duì)“要不”的四種用法進(jìn)行描寫,而后從二語習(xí)得狀況和偏誤分析角度進(jìn)行研究,分析偏誤來源,總結(jié)歸納出“要不”的五種偏誤類型,為對(duì)外漢語教學(xué)提出五點(diǎn)建議。 第一部分是對(duì)“要不”的本體研究。一般的字典和辭書都有對(duì)“要不”的注釋,但大都只有兩個(gè)義項(xiàng),或解釋不明。史金生、陳若君等曾對(duì)“要不”的語法化過程和篇章功能進(jìn)行過探討,總結(jié)出一些結(jié)論。本文結(jié)合前人的學(xué)術(shù)成果,先列出“要不”的四種用法,然后從句法、分句間語義關(guān)系、句中位置以及時(shí)態(tài)等四個(gè)方面提出自己的見解。 第二部分是對(duì)“要不”二語習(xí)得狀況的調(diào)查。通過中介語語料庫與實(shí)地調(diào)查,摸清了“要不”在留學(xué)生中的使用狀況。通過調(diào)查,筆者發(fā)現(xiàn)了一些隱藏在二語習(xí)得者使用中的現(xiàn)象：首先,初級(jí)以上的二語習(xí)得者幾乎都認(rèn)為已經(jīng)學(xué)習(xí)過“要不”,對(duì)“要不1”、“要不3”的認(rèn)知度較高；其次,并非漢語水平越高對(duì)“要不”的掌握程度就越高；再者,二語習(xí)得者大都認(rèn)為“要不”存在多種用法,但其所選用法與實(shí)際用法并不相符。 第三部分是對(duì)“要不”的偏誤分析。依據(jù)調(diào)查中得到的語料以及日常搜集的語料,筆者歸納出了“要不”的五種偏誤類型,并針對(duì)上述五種偏誤類型,筆者從其根源討論了偏誤產(chǎn)生的原因,而后從對(duì)外漢語教學(xué)的角度提出了“要不”的教學(xué)策略。提出了“要不3——要不1——要不2——要不4”的教學(xué)次序。 本文的創(chuàng)新之處在于首次分析總結(jié)出了“要不”的五種偏誤類型：1)混淆“要不”與“要”+否定副詞“不”；2)象似性：混淆“要不”與“要不要”：3)“要不1”連接的小句中缺少謂語動(dòng)詞；4)“要不1”句中S1和S2的問題；5)“要不3”句中語氣詞使用不當(dāng)。其中第四種偏誤類型還可以細(xì)分為四種情況：①分句之間沒有停頓；②S1中缺少表達(dá)建議的詞語；③“未然+未然”時(shí)態(tài)中S2中沒有表示未然的詞語；④S1與S2之間的邏輯關(guān)系不正確。為對(duì)外漢語教學(xué)提供了實(shí)質(zhì)性的輔助材料。 對(duì)外漢語作為一門新興學(xué)科越來越受到語言學(xué)界的重視,既促進(jìn)了對(duì)比研究的發(fā)展也為本體研究提供了新的視角。本文通過在對(duì)外漢語教學(xué)中發(fā)現(xiàn)“要不”使用存在的問題,深入研究“要不”的本體,經(jīng)過與二語習(xí)得者使用狀況的對(duì)比,抽象出二語習(xí)得者的偏誤類型,提出教學(xué)建議,從而推動(dòng)二語習(xí)得者的語言系統(tǒng)向著目的語系統(tǒng)不斷發(fā)展完善。
[Abstract]:This paper focuses on the word "no", which is an important function word in modern Chinese. On the basis of previous studies, this paper regards "either" as four usages: [either 1] conjunct, table hypothesis; [2] conjunct, table choice; [3] adverb, table suggestion; [4] adverb, disillusionment. The article first describes the four uses of "no" from the Noumenon, the semantic relationship between sentences and the syntactic, and then studies the situation of second language acquisition and error analysis to analyze the source of errors. This paper sums up five types of errors, and puts forward five suggestions for teaching Chinese as a foreign language. The first part is the Noumenon study of "No". Dictionaries and dictionaries generally have "no" notes, but most have only two meanings or explanations. Shi Jinsheng and Chen Ruojun have discussed the grammaticalization process and textual function of "No", and summed up some conclusions. Combined with the previous academic achievements, this paper first lists four uses of "no", and then puts forward his own views from four aspects: syntax, semantic relationship between clauses, position and tense of sentences. The second part is a survey of the situation of second language acquisition. Through interlanguage corpus and field investigation, we find out the usage of "otherwise" in foreign students. Through the investigation, the author finds some hidden phenomena in the use of L2 learners: first, almost all the L2 learners above the primary level think that they have learned "either", and "either 1" or "no 3" have a higher degree of awareness. It is not that the higher the level of Chinese proficiency, the higher the degree of mastery of "no". Moreover, most second language learners think that there are many uses of "no", but the chosen usage is not consistent with the actual usage. The third part is the error analysis of "no". Based on the data obtained from the investigation and the daily data collected, the author concludes five types of errors of "no", and discusses the causes of the errors from the root of the above five types of errors. Then, from the perspective of teaching Chinese as a foreign language, it puts forward the teaching strategy of "no". The teaching order of "either 3-1-2-4" is put forward. The innovation of this paper lies in the first analysis and summary of the five types of bias of "either": 1) confusion between "either" and "to" negate the adverb "no"; 2) iconicity: confusion between "either" and "want" or "1" in which the predicate verb "/ 4" is missing in the clause "or" 1 ") the question of" 1 "and" S2 "(5) the use of modal words in" or 3 "sentence is improper. The fourth type of bias can also be subdivided into four cases: there is no pause between clauses 1 and there are no words in S 2 in the tense of "Preemptive Preemption" that lack the expression of suggestion in the phrase "No pause" in the phrase "No." in the tense of "Preemptive Preemptive", there is no word in S _ 2. The logical relationship between S1 and S2 is incorrect. It provides substantial auxiliary materials for teaching Chinese as a foreign language. As a new discipline, Chinese as a foreign language has been paid more and more attention by linguists, which not only promotes the development of contrastive research, but also provides a new perspective for ontology research. In this paper, we find out the problems in the use of "either" in teaching Chinese as a foreign language (TCFL), deeply study the Noumenon of "no", compare it with the situation of L2 learners, abstract out the types of errors of L2 learners, and put forward some teaching suggestions. Thus, the language system of second language learners is continuously developed and improved towards the target language system.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
本文編號(hào)：2134659
[Abstract]:This paper focuses on the word "no", which is an important function word in modern Chinese. On the basis of previous studies, this paper regards "either" as four usages: [either 1] conjunct, table hypothesis; [2] conjunct, table choice; [3] adverb, table suggestion; [4] adverb, disillusionment. The article first describes the four uses of "no" from the Noumenon, the semantic relationship between sentences and the syntactic, and then studies the situation of second language acquisition and error analysis to analyze the source of errors. This paper sums up five types of errors, and puts forward five suggestions for teaching Chinese as a foreign language. The first part is the Noumenon study of "No". Dictionaries and dictionaries generally have "no" notes, but most have only two meanings or explanations. Shi Jinsheng and Chen Ruojun have discussed the grammaticalization process and textual function of "No", and summed up some conclusions. Combined with the previous academic achievements, this paper first lists four uses of "no", and then puts forward his own views from four aspects: syntax, semantic relationship between clauses, position and tense of sentences. The second part is a survey of the situation of second language acquisition. Through interlanguage corpus and field investigation, we find out the usage of "otherwise" in foreign students. Through the investigation, the author finds some hidden phenomena in the use of L2 learners: first, almost all the L2 learners above the primary level think that they have learned "either", and "either 1" or "no 3" have a higher degree of awareness. It is not that the higher the level of Chinese proficiency, the higher the degree of mastery of "no". Moreover, most second language learners think that there are many uses of "no", but the chosen usage is not consistent with the actual usage. The third part is the error analysis of "no". Based on the data obtained from the investigation and the daily data collected, the author concludes five types of errors of "no", and discusses the causes of the errors from the root of the above five types of errors. Then, from the perspective of teaching Chinese as a foreign language, it puts forward the teaching strategy of "no". The teaching order of "either 3-1-2-4" is put forward. The innovation of this paper lies in the first analysis and summary of the five types of bias of "either": 1) confusion between "either" and "to" negate the adverb "no"; 2) iconicity: confusion between "either" and "want" or "1" in which the predicate verb "/ 4" is missing in the clause "or" 1 ") the question of" 1 "and" S2 "(5) the use of modal words in" or 3 "sentence is improper. The fourth type of bias can also be subdivided into four cases: there is no pause between clauses 1 and there are no words in S 2 in the tense of "Preemptive Preemption" that lack the expression of suggestion in the phrase "No pause" in the phrase "No." in the tense of "Preemptive Preemptive", there is no word in S _ 2. The logical relationship between S1 and S2 is incorrect. It provides substantial auxiliary materials for teaching Chinese as a foreign language. As a new discipline, Chinese as a foreign language has been paid more and more attention by linguists, which not only promotes the development of contrastive research, but also provides a new perspective for ontology research. In this paper, we find out the problems in the use of "either" in teaching Chinese as a foreign language (TCFL), deeply study the Noumenon of "no", compare it with the situation of L2 learners, abstract out the types of errors of L2 learners, and put forward some teaching suggestions. Thus, the language system of second language learners is continuously developed and improved towards the target language system.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
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