本文關(guān)鍵詞：HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中留學(xué)生使用“然后”的偏誤研究　出處：《吉林大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： HSK動(dòng)態(tài)作文語(yǔ)料庫(kù) 然后 偏誤 對(duì)外漢語(yǔ)教學(xué)

【摘要】：連詞的教學(xué)是對(duì)外漢語(yǔ)教學(xué)的重點(diǎn)和難點(diǎn)，而詞語(yǔ)“然后”是最常用的連詞之一同時(shí)也是留學(xué)生使用偏誤較多的一個(gè)詞。為了在以后的漢語(yǔ)教學(xué)中規(guī)避偏誤，使?jié)h語(yǔ)教學(xué)工作者更簡(jiǎn)便更有效地開(kāi)展對(duì)外漢語(yǔ)教學(xué)工作，筆者認(rèn)為選取留學(xué)生在學(xué)習(xí)過(guò)程中比較容易產(chǎn)生問(wèn)題的詞語(yǔ)“然后”作為偏誤研究對(duì)象是有現(xiàn)實(shí)意義的。 本文以HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中搜集到的共300例含有“然后”的偏誤語(yǔ)料為研究依據(jù)，對(duì)“然后”的偏誤情況進(jìn)行分析，總結(jié)了“然后”的偏誤類(lèi)型，探討了偏誤產(chǎn)生的原因，并對(duì)“然后”的第二語(yǔ)言教學(xué)提出建議。本文的論述分為六個(gè)部分。 第一部分是緒論。介紹本文選題的原因和意義、語(yǔ)料來(lái)源以及本文的理論基礎(chǔ)和研究步驟。 第二部分是研究綜述。介紹了“然后”的研究現(xiàn)狀以及本文的特色和創(chuàng)新之處。 第三部分是留學(xué)生使用“然后”及其相關(guān)結(jié)構(gòu)的偏誤類(lèi)型。這部分主要運(yùn)用偏誤分析理論，分析總結(jié)了留學(xué)生使用“然后”出現(xiàn)的誤用、遺漏、誤加三種偏誤類(lèi)型。誤用部分分析了“然后”與“以后”、“后來(lái)”、“然而”的誤用，論述了“然后”與這些詞語(yǔ)的異同，，為下文規(guī)避錯(cuò)誤提供了依據(jù)。遺漏部分和誤加部分分別論述了“然后”的遺漏偏誤和誤加偏誤。 第四部分闡述了留學(xué)生使用“然后”產(chǎn)生偏誤的原因。包括母語(yǔ)的負(fù)遷移、對(duì)外漢語(yǔ)教材編排的影響以及對(duì)外漢語(yǔ)教師課堂教學(xué)的誤導(dǎo)和學(xué)習(xí)者學(xué)習(xí)方法的影響。 第五部分探討了針對(duì)“然后”偏誤的解決策略。包括加強(qiáng)本體研究、科學(xué)編排教材以及對(duì)教師教學(xué)的建議。第六部分是結(jié)語(yǔ)部分。這部分總結(jié)了本文的研究成果和不足。
[Abstract]:The teaching of conjunctions is the key and difficult point in teaching Chinese as a foreign language, and the word "then" is one of the most commonly used conjunctions, and it is also a word used by foreign students in order to avoid errors in the future Chinese teaching. To make Chinese teaching workers more simple and effective to carry out the work of teaching Chinese as a foreign language. The author thinks that it is of practical significance to select the term "then", which is easy to cause problems in the process of studying, as the object of study. Based on a total of 300 cases of "then" errors collected from the HSK dynamic composition corpus, this paper analyzes the errors of "then" and summarizes the types of errors of "then". This paper probes into the causes of errors and puts forward some suggestions on the second language teaching of "then". The thesis is divided into six parts. The first part is the introduction. It introduces the reasons and significance of this topic, the source of the corpus, the theoretical basis and the research steps of this paper. The second part is a review of the research. The third part is the types of errors in the use of "then" and its related structures by foreign students. This part mainly uses the theory of error analysis to analyze and summarize the misuses and omissions that appear in the use of "then" by foreign students. The misuse part analyzes the misuse of "then" and "later", "later", "however", and discusses the similarities and differences between "then" and "then". This paper provides the basis for the following error avoidance. The missing part and the wrong addition part discuss the omission error and the false addition error respectively. Part 4th explains the reasons for errors in the use of "then" by foreign students, including the negative transfer of their mother tongue. The influence of teaching material arrangement of TCFL, the misdirection of classroom teaching of TCFL and the influence of learners' learning methods. Part 5th discusses the solutions to the "then" bias, including strengthening ontology research. Scientific arrangement of teaching materials and suggestions for teachers' teaching. 6th is the conclusion. This part summarizes the research results and shortcomings of this paper.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 王向暉;;“然后”一詞誤用現(xiàn)象探析[J];絲綢之路;2011年08期

2 張德祿;論銜接關(guān)系——話語(yǔ)組成機(jī)制研究[J];外語(yǔ)教學(xué);2003年01期

本文編號(hào)：1422640