【摘要】：在第二語(yǔ)言習(xí)得的過(guò)程中，否定句的習(xí)得是語(yǔ)法習(xí)得方面的一個(gè)主要內(nèi)容。構(gòu)成否定句常常需要否定詞，“不”和“沒(méi)（有）”是現(xiàn)代漢語(yǔ)中最常用的、也是最重要的兩個(gè)否定副詞。漢語(yǔ)中由“不”或“沒(méi)（有）”構(gòu)成的否定句比較復(fù)雜，對(duì)此的研究也比較多。“不”和“沒(méi)（有）”的使用涉及多種語(yǔ)言因素，因此對(duì)它們的探討也不能僅僅停留在句法層面，而應(yīng)對(duì)隱含在其中的語(yǔ)義和語(yǔ)用功能進(jìn)行探討和分析。研究所用的語(yǔ)料以對(duì)外漢語(yǔ)教材《橋梁—實(shí)用漢語(yǔ)中級(jí)教程》為主，分析“不”和“沒(méi)（有）”與動(dòng)詞或動(dòng)詞性結(jié)構(gòu)、形容詞或形容詞性結(jié)構(gòu)搭配上的限制規(guī)則及其分布位置，并把二者進(jìn)行比較，分析二者的共性和個(gè)性，重點(diǎn)探討了“不”和“沒(méi)（有）”的語(yǔ)義特征，認(rèn)為二者在主觀與客觀、靜態(tài)與動(dòng)態(tài)、慣性和暫時(shí)性、實(shí)現(xiàn)和非實(shí)現(xiàn)方面具有不同的表達(dá)特點(diǎn)，，同時(shí)也在二者涉及的時(shí)體方面進(jìn)行比較，從否定范圍和否定焦點(diǎn)方面探究“不”和“沒(méi)（有）”在語(yǔ)用認(rèn)知方面的差異。另外，以調(diào)查問(wèn)卷掌握學(xué)習(xí)者在使用“不”和“沒(méi)（有）”時(shí)的習(xí)得情況，根據(jù)調(diào)查結(jié)果進(jìn)行分析，按照偏誤率由低到高的順序總結(jié)出偏誤的類(lèi)型，在此基礎(chǔ)上總結(jié)出偏誤的原因，這些偏誤原因主要包括母語(yǔ)負(fù)遷移、目的語(yǔ)泛化、教材和練習(xí)設(shè)計(jì)不足以及學(xué)習(xí)者自身的因素，針對(duì)出現(xiàn)的偏誤情況，產(chǎn)生的偏誤原因，探究改進(jìn)否定副詞“不”和“沒(méi)（有）”的教學(xué)方法，提出一些教學(xué)建議。
[Abstract]:In the process of second language acquisition, the acquisition of negative sentences is one of the main aspects of grammar acquisition. Negative words are often required to form negative sentences, and "no" and "no (you)" are the two most commonly used and most important negative adverbs in modern Chinese. In Chinese, the negative sentences composed of "Bu" or "Nou (you)" are more complicated, and there are more researches on this. The use of "no" and "no (have)" involves many linguistic factors, so the discussion of them should not be confined to syntactic level, but the semantic and pragmatic functions implied in them should be explored and analyzed. The corpus used in the study is mainly "Bridge-practical Chinese Intermediate course", an analysis of the restrictive rules and their distribution in the collocation of "no" and "no (you)" with verb or verb structure, adjective or adjective structure, etc. By comparing them and analyzing their commonness and individuality, this paper mainly discusses the semantic characteristics of "no" and "no (have)", and thinks that they are subjective and objective, static and dynamic, inertia and temporary. The realization and non-realization have different expressive characteristics. At the same time, they are compared in the aspect of tense and aspect, and the differences between "no" and "no" in pragmatic cognition are explored from the aspects of negative scope and negative focus. In addition, using the questionnaire to master the learners' acquisition of "no" and "no (have)", according to the results of the survey, the types of errors were summarized according to the order of error rate from low to high. On this basis, the causes of errors are summarized, which include negative transfer of mother tongue, generalization of target language, inadequate design of textbooks and exercises, factors of learners themselves, and the causes of errors caused by the occurrence of errors, such as negative transfer of mother tongue, generalization of target language, inadequate design of textbooks and exercises, and factors of learners themselves. This paper explores and improves the teaching methods of negative adverbs "no" and "no (have)", and puts forward some teaching suggestions.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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