【摘要】：狀語在漢語的句子中是非常重要的一個句法成分，也是外國學(xué)生學(xué)習(xí)中很容易出現(xiàn)偏誤的地方。而多項(xiàng)狀語較之狀語更是難點(diǎn)中的難點(diǎn)，尤其是多項(xiàng)狀語連用的順序存在不固定性，在日常交際中外國學(xué)生就常出現(xiàn)由于多項(xiàng)狀語順序不當(dāng)引起的歧義和誤解的現(xiàn)象，所以多項(xiàng)狀語問題應(yīng)當(dāng)是對外漢語教學(xué)研究中不可忽視的問題。因此，我選擇以多項(xiàng)狀語作為碩士論文的切入點(diǎn)，以北京語言大學(xué)“HSK動態(tài)作文語料庫”中韓國留學(xué)生多項(xiàng)狀語偏誤句及在韓擔(dān)任漢語教師期間收集的漢陽大學(xué)中文系20名學(xué)生作文材料中的多項(xiàng)狀語偏誤句為語料來源，以多項(xiàng)狀語本體和第二語言習(xí)得研究的理論成果為基礎(chǔ)，對偏誤語料進(jìn)行研究分析。 本文分為五個章節(jié)。第一章簡述了研究的目的和意義，多項(xiàng)狀語本體及第二語言習(xí)得的研究成果，并對相關(guān)的研究工作進(jìn)行了介紹。第二章對狀語的構(gòu)成成分，多項(xiàng)狀語的排列規(guī)則和形成規(guī)則的影響因素做了簡述。第三章根據(jù)收集到的韓國學(xué)生多項(xiàng)狀語的語料進(jìn)行了偏誤類型的歸類總結(jié)。分為錯序、誤加、誤代、遺漏四種類型，調(diào)查得出多項(xiàng)狀語的錯序?yàn)槠`的主要類型。第四章分別從學(xué)生、教師、教材三個方面分析了韓國學(xué)生多項(xiàng)狀語偏誤產(chǎn)生的原因。由于多項(xiàng)狀語復(fù)雜且靈活的排序規(guī)則，韓國學(xué)生很難掌握，從而出現(xiàn)偏誤。另外，教師教學(xué)過程中的不重視，教材編寫時多項(xiàng)狀語知識點(diǎn)的不明確也是出現(xiàn)偏誤的重要原因。第五章針對韓國學(xué)生多項(xiàng)狀語的學(xué)習(xí)，筆者提出了關(guān)于學(xué)生方面合理的學(xué)習(xí)方法，關(guān)于對外漢語教學(xué)中教師的教學(xué)方法和教材編寫的重點(diǎn)。 本文通過中介語理論、對比分析理論、偏誤分析論文對收集到的偏誤句進(jìn)行了分析研究，并提出了針對學(xué)生、教師和教材三方面的意見和建議。希望多項(xiàng)狀語問題能在對外漢語教學(xué)中引起更多重視，也希望本文能夠?yàn)閷ν鉂h語教學(xué)提供一些參考和借鑒。
[Abstract]:Adverbial is a very important syntactic component in Chinese sentences, and it is also a place where foreign students tend to make mistakes. Compared with adverbials, polymorphic adverbials are more difficult than adverbials. Especially, there is uncertainty in the order in which multiple adverbials are used. In daily communication, foreign students often have ambiguity and misunderstanding caused by improper order of adverbials. Therefore, the problem of multiple adverbials should not be ignored in the research of teaching Chinese as a foreign language. Therefore, I choose a number of adverbials as the entry point for my master's thesis. The source of the data is the multi-adverbial errors of Korean students in the HSK dynamic composition Corpus of Beijing language University and the composition materials of 20 students in the Department of Chinese Studies of Hanyang University, which were collected while Korean was a Chinese teacher. Based on the theoretical results of multi-adverbial Noumenon and second language acquisition, this paper analyzes the error corpus. This paper is divided into five chapters. The first chapter briefly introduces the purpose and significance of the research, the research results of multi-adverbial ontology and second language acquisition, and introduces the relevant research work. The second chapter gives a brief description of the composition of adverbial, the arrangement rules of multi-adverbial and the influencing factors of formation rules. The third chapter summarizes the classification of errors according to the collected data of Korean students. It is divided into four types: wrong order, wrong addition, wrong generation and omission. The investigation shows that the wrong order of multiple adverbial is the main type of error. The fourth chapter analyzes the causes of Korean students' multi-adverbial errors from three aspects: students, teachers and textbooks. Due to the complex and flexible collation rules of multiple adverbials, Korean students are very difficult to master, resulting in errors. In addition, the lack of attention in the process of teaching and the unclear knowledge points of many adverbials in the compilation of textbooks are also the important reasons for the errors. In the fifth chapter, aiming at the study of many adverbials of Korean students, the author puts forward some reasonable learning methods about students, the teaching methods of teachers in teaching Chinese as a foreign language and the key points of compiling textbooks. Based on interlanguage theory, contrastive analysis theory and error analysis, this paper makes an analysis of the collected errors, and puts forward some suggestions and suggestions for students, teachers and teaching materials. I hope that many adverbial problems can attract more attention in teaching Chinese as a foreign language, and I hope this paper can provide some reference and reference for teaching Chinese as a foreign language.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195.3

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