【摘要】：現(xiàn)代漢語(yǔ)副詞中,“才”和“就”的功能多、使用頻率高、意義用法復(fù)雜,是維吾爾族學(xué)生學(xué)習(xí)的重點(diǎn)和難點(diǎn)。目前,還沒(méi)有針對(duì)維吾爾族學(xué)生、全而考察“才”和“就”各義項(xiàng)習(xí)得的專(zhuān)項(xiàng)研究。針對(duì)維爾族學(xué)生對(duì)漢語(yǔ)高頻副詞“才”和“就”進(jìn)行習(xí)得順序和偏誤分析的個(gè)案研究,對(duì)漢語(yǔ)本體研究,對(duì)少數(shù)民族學(xué)習(xí)漢語(yǔ)副詞的專(zhuān)項(xiàng)研究具有理論和實(shí)踐雙重意義。 本文主要采用問(wèn)卷調(diào)查的方式,考察了維吾爾族預(yù)科生副詞“才”和“就”各義項(xiàng)的使用情況,統(tǒng)計(jì)分析其使用“才”和“就”時(shí)的偏誤率,總結(jié)各義項(xiàng)習(xí)得的難易順序。分析“才”和“就”各義項(xiàng)的偏誤表現(xiàn),總結(jié)出偏誤的原因,并以此提出教學(xué)建議。主要心得有： 1.維吾爾族預(yù)科生對(duì)于“才”的習(xí)得情況比“就”好。學(xué)生對(duì)“才”和“就”的習(xí)得在語(yǔ)義方面掌握的最好,偏誤率最低,“才”在“才”和“就”的選擇使用方面偏誤率最高,而“就”在句子位置方面偏誤率最高。 2.維吾爾族預(yù)科生習(xí)得“才”和“就”的難易順序與其語(yǔ)法化順序有著很大的一致性,說(shuō)明維吾爾族學(xué)生在習(xí)得副詞“才”和“就’時(shí)存在一個(gè)內(nèi)在的習(xí)得順序。 3.通過(guò)MHK三級(jí)和四級(jí)兩個(gè)對(duì)照組的分析得出,隨著漢語(yǔ)水平的提高,學(xué)生對(duì)“才”和“就”各個(gè)義項(xiàng)的習(xí)得偏誤都有所減少,但是每個(gè)義項(xiàng)偏誤減少的幅度是不均衡的。 4.同一漢語(yǔ)水平組的維吾爾族預(yù)科生,副詞“就”各義項(xiàng)習(xí)得的偏誤率之間的差距要比“才”的差距大。同一漢語(yǔ)水平組的學(xué)生,副詞“才”和“就”對(duì)立義項(xiàng)的偏誤率分布呈現(xiàn)出一定的負(fù)相關(guān)性;而“才”和“就”相似義項(xiàng)的偏誤率分布則呈現(xiàn)出一定的一致性。 5.維吾爾族預(yù)科生習(xí)得副詞“才”和“就”偏誤的主要原因是母語(yǔ)相應(yīng)形式的缺失和義項(xiàng)輸入數(shù)量不足或有個(gè)別語(yǔ)義指向輸入不正確。同時(shí),學(xué)生使用它們時(shí)的過(guò)度泛化也是其產(chǎn)生偏誤的原因。 文章提出,為了減少維吾爾族學(xué)生使用“才”和“就”時(shí)產(chǎn)生偏誤的情況,教材編寫(xiě)和課堂教學(xué)過(guò)程中應(yīng)根據(jù)維吾爾族學(xué)生習(xí)得“才”和“就”的難易程度,循序漸進(jìn),突出重點(diǎn)、難點(diǎn)。對(duì)使用率、偏誤率較高的義項(xiàng)應(yīng)加大其義項(xiàng)輸入數(shù)量,注意語(yǔ)義輸入的正確性,重復(fù)強(qiáng)化、反復(fù)練習(xí)。并且充分利用學(xué)生對(duì)“才”和“就”認(rèn)知的特點(diǎn)加強(qiáng)引導(dǎo)。
[Abstract]:In modern Chinese adverbs, "Cai" and "Ju" have many functions, high frequency of use and complex meanings, which are the key and difficult points for Uygur students to learn. At present, there is no special research on Uygur students' acquisition of various meanings. In view of the case study on the acquisition order and error of the Chinese high-frequency adverbs "talent" and "on", the study of Chinese ontology and the special study of minority nationality learning Chinese adverbs are of both theoretical and practical significance. This paper mainly adopts the method of questionnaire to investigate the usage of the Uygur prep adverbs "talent" and "on", analyzes the error rate of using "talent" and "just", and sums up the difficult and easy order of the acquisition of each meaning. This paper analyzes on the misrepresentation of various meanings of "talent" and "on", sums up the causes of the errors, and puts forward some teaching suggestions. The main findings are: 1. Uygur matriculation students' acquisition of "talent" is better than "just". The students' acquisition of "talent" and "just" is the best in semantic terms, the error rate is the lowest, the "talent" and "on" are the highest in the choice of "talent" and "on", and the "on" is the highest in the position of sentence. 2. The difficult and easy order of Uygur prep students' acquisition of "talent" and "just" has great consistency with their grammaticalization order, which shows that there is an inherent order of acquisition for Uygur students in the acquisition of adverbs "talent" and "on". 3. Through the analysis of the two control groups of MHK level 3 and 4, it is concluded that with the improvement of the Chinese level, the students' acquisition errors of "talent" and "just" have been reduced, but the extent of the decrease of each meaning error is uneven. 4. In Uygur prep students of the same Chinese proficiency group, the gap between the error rate of each meaning acquisition of adverb "on" is larger than that of "talent". In the same Chinese level group, the distribution of the error rate of the adverb "Cai" and "Ju" showed a certain negative correlation, while the distribution of the error rate of the "talent" and "on" similar meanings showed a certain consistency. 5. The main reasons for Uygur preparatory students to acquire the adverbs "talent" and "on" are the lack of corresponding forms in their mother tongue and the insufficient number of semantic entries or the incorrect input of individual semantic points. At the same time, the overgeneralization of students' use of them is also the cause of their errors. In order to reduce the errors in Uygur students' use of "talent" and "on", it is suggested that the compilation of teaching materials and the process of classroom teaching should be carried out step by step according to the difficulty and ease of Uygur students' acquisition of "talent" and "on". Highlight the key points or difficulties. For the items with high usage rate and high error rate, the number of their meaning input should be increased, the correctness of semantic input should be paid attention to, the repeated reinforcement and repeated practice should be paid attention to. And make full use of students to "talent" and "on" cognitive characteristics to strengthen guidance.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H146

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 周守晉;“主觀量”的語(yǔ)義信息特征與“就”、“才”的語(yǔ)義[J];北京大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2004年03期

2 高霞;英語(yǔ)國(guó)家學(xué)生副詞“就”的偏誤分析[J];楚雄師范學(xué)院學(xué)報(bào);2004年02期

3 孫朝奮;《虛化論》評(píng)介[J];國(guó)外語(yǔ)言學(xué);1994年04期

4 陳立民;也說(shuō)“就”和“才”[J];當(dāng)代語(yǔ)言學(xué);2005年01期

5 沈家煊;實(shí)詞虛化的機(jī)制──《演化而來(lái)的語(yǔ)法》評(píng)介[J];當(dāng)代語(yǔ)言學(xué);1998年03期

6 王旭;;對(duì)外漢語(yǔ)教學(xué)中的“就”與“才”比較分析[J];大舞臺(tái);2010年11期

7 傅滿(mǎn)義;副詞“就”與“才”的習(xí)得及相關(guān)問(wèn)題[J];淮北煤炭師范學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2005年02期

8 衛(wèi)斕,朱俐;試談“才、就、V到”的語(yǔ)用條件及教學(xué)[J];首都師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2000年S3期

9 史錫堯;;副詞“才”與“都”、“就”語(yǔ)義的對(duì)立和配合[J];世界漢語(yǔ)教學(xué);1991年01期

10 陳小荷;;主觀量問(wèn)題初探——兼談副詞“就”、“才”、“都”[J];世界漢語(yǔ)教學(xué);1994年04期

相關(guān)碩士學(xué)位論文 前5條

1 許娟;副詞“就”的語(yǔ)法化歷程及其語(yǔ)義研究[D];上海師范大學(xué);2003年

2 張東華;“就”和“才”的認(rèn)知比較研究[D];上海師范大學(xué);2004年

3 徐雪琴;維吾爾族初級(jí)班預(yù)科生現(xiàn)代漢語(yǔ)副詞“才”和“就”掌握情況的考察和分析[D];北京語(yǔ)言大學(xué);2007年

4 范立珂;副詞“就”的語(yǔ)義探究[D];上海外國(guó)語(yǔ)大學(xué);2007年

5 劉佳;多功能副詞“才”的習(xí)得順序及教學(xué)研究[D];復(fù)旦大學(xué);2009年

，

本文編號(hào)：2414995