【摘要】：漢語虛詞教學(xué)是對外漢語教學(xué)中的一個重點(diǎn)和難點(diǎn),其中,介詞教學(xué)尤為如此。在與泰國留學(xué)生的口語交流中,在對泰國留學(xué)生的漢語教學(xué)中,我們發(fā)現(xiàn)了大量關(guān)于漢語“在”字介詞框架使用錯誤的現(xiàn)象,因而我們認(rèn)為很有必要對泰國留學(xué)生習(xí)得漢語“在”字介詞框架的偏誤現(xiàn)象進(jìn)行研究。 本文首先從漢語本體的角度對漢語中較為常用的“在”字介詞框架進(jìn)行系統(tǒng)分析,分別對“在……上”、“在……中”、“在……下”、“在……里”四組“在”字介詞框架作出較為全面的分析,包括句法分析、語義分析、其中的介詞“在”以及方位詞的隱現(xiàn)情況。 接著,對從北京語言大學(xué)HSK動態(tài)作文語料庫和西南大學(xué)文學(xué)院本科階段泰國留學(xué)生寫作課的作文中所收集到的有關(guān)漢語“在”字介詞框架的偏誤語料進(jìn)行分門別類的分析,分別對上述四組“在”字介詞框架按遺漏、誤加、誤代、錯序四種偏誤類型進(jìn)行分析。通過分析,我們發(fā)現(xiàn)以上四類偏誤的錯誤率按從高到低順序排列為：遺漏偏誤誤代偏誤誤加偏誤錯序偏誤；而四組“在”字介詞框架的錯誤率按從高到低順序排列為：“在……上”“在……中”“在……里”“在……下”。 在偏誤分析的基礎(chǔ)上,我們盡可能全面地尋找出產(chǎn)生偏誤的原因,主要包括母語負(fù)遷移、目的語的過度泛化、教材和教學(xué)的不足、目的語本身的復(fù)雜等等。最后,有針對性地提出了一些教學(xué)建議,主要有加強(qiáng)對比分析,包括語際對比分析和語內(nèi)對比分析；合理編排教材,即要強(qiáng)調(diào)“在”字介詞框架的整體性,同時注重知識點(diǎn)在教材中的重現(xiàn)；發(fā)揮教師的作用,教師應(yīng)該針對學(xué)生的具體情況而靈活運(yùn)用教材,起到查漏補(bǔ)缺,強(qiáng)化提高的作用；加強(qiáng)漢語本體研究,我們建議將“在”字介詞框架的本體研究成果詞典化,這樣既起到知識點(diǎn)集中重現(xiàn)的效果,又方便學(xué)生記憶和查閱。
[Abstract]:The teaching of Chinese function words is a key and difficult point in teaching Chinese as a foreign language, especially preposition teaching. In the oral communication with Thai students and in the teaching of Chinese to Thai students, we have found a large number of errors in the use of the preposition framework of the Chinese word "in". Therefore, we think it is necessary to study the error phenomenon of Thai students' acquisition of the Chinese preposition framework. First of all, this paper makes a systematic analysis of the preposition framework of "Zheng", which is commonly used in Chinese from the point of view of Chinese ontology, and makes a systematic analysis of the preposition framework of "in". Go, go. In "," in. Under "," in. This paper makes a comprehensive analysis of the preposition framework of "four groups", including syntactic analysis and semantic analysis, in which the preposition "in" and the hidden situation of locative words are analyzed. Then, the error corpus collected from the HSK dynamic composition Corpus of Beijing language University and the writing course of Thai students in the undergraduate stage of Southwest University of Arts is classified and analyzed, and the four groups of preposition frames of "in" are analyzed according to four types of errors: omission, error addition, error substitution and misorder. Through the analysis, we find that the error rates of the above four kinds of errors in the order from high to low are as follows: omission error substitution error plus error order error, while the error rate of the four groups of "in" preposition frame is arranged as follows: "in the order from high to low, the error rate of the four groups of" in "preposition frame is as follows:" in the order from high to low, the error rate of the above four kinds of errors is as follows: " Go on, "yes." Yes, "yes, yes. In the "in. Li "is" in. Go down. On the basis of error analysis, we find out the causes of errors as comprehensively as possible, including negative transfer of mother tongue, excessive generalization of target language, shortage of teaching materials and teaching, complexity of target language itself and so on. Finally, some teaching suggestions are put forward, such as strengthening contrastive analysis, including interlingual contrastive analysis and intralingual contrastive analysis; reasonable arrangement of teaching materials, that is, emphasizing the integrity of the preposition framework of the word "in" and paying attention to the reproduction of knowledge points in the teaching materials; giving full play to the role of teachers, teachers should flexibly use teaching materials according to the specific situation of students, and play the role of checking gaps and making up for gaps and strengthening the improvement. To strengthen the study of Chinese ontology, we suggest that the ontology research results of "in" preposition framework should be lexicalized, which not only has the effect of centralized reproduction of knowledge points, but also facilitates students' memory and consultation.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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