本文關(guān)鍵詞： 里 上 偏誤分析 對(duì)外漢語(yǔ)教學(xué)　出處：《吉林大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：《國(guó)際漢語(yǔ)教學(xué)通用課程大綱》把留學(xué)生的課程內(nèi)容劃分為五個(gè)等級(jí)，將方位詞“里”和“上”列在二級(jí)目標(biāo)中。在大綱的常用漢語(yǔ)1500高頻詞語(yǔ)表中，方位詞“上”的使用頻度排在第20位，方位詞“里”的使用頻度排在第34位，由此可見方位詞“里”與“上”在日常的使用中是很頻繁的。然而中介語(yǔ)語(yǔ)料顯示，留學(xué)生經(jīng)常會(huì)把方位詞“里”和“上”弄混，比如下面這兩例： *我曾經(jīng)在《人民日?qǐng)?bào)》里看過一則有關(guān)于山東農(nóng)民的新聞。 *他們?cè)谔锷戏帕撕芏嘈▲喿��！保ň鲎訦SK動(dòng)態(tài)語(yǔ)料庫(kù)） “里”和“上”的方位義本不相同，基本義也相對(duì)固定，但在一些語(yǔ)境中二者又存在著交叉，以漢語(yǔ)為母語(yǔ)的本民族使用者并不會(huì)在此類表達(dá)中出現(xiàn)錯(cuò)誤，但通過對(duì)資料的統(tǒng)計(jì)發(fā)現(xiàn)，留學(xué)生在使用方位詞“里”和“上”時(shí)確實(shí)存在著不小的問題，而且不論是從本體研究方面還是在對(duì)外漢語(yǔ)教學(xué)的領(lǐng)域中，對(duì)方位詞“里”和“上”的交叉點(diǎn)和選擇性這一問題沒有得到足夠的重視。很多對(duì)外漢語(yǔ)教材只是簡(jiǎn)單地把方位詞“里”和“上”在生詞表中列出來，再加之對(duì)外漢語(yǔ)教師講解得不到位，留學(xué)生又沒有足夠的語(yǔ)言環(huán)境去生成正確的句子，所以他們?cè)谌粘Ｊ褂弥泻茈y把握二者的使用條件。由此可見，這是一個(gè)很值得去研究的問題。 本文從HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中留學(xué)生使用方位詞“里”與“上”的偏誤情況入手進(jìn)行分析，主體共分為三部分。第一部分：通過對(duì)語(yǔ)料數(shù)據(jù)的整理，總結(jié)出留學(xué)生在使用方位詞“里”與“上”時(shí)所產(chǎn)生的偏誤類型，并運(yùn)用相關(guān)本體知識(shí)對(duì)各偏誤類型進(jìn)行分析，這樣我們便可以明確，留學(xué)生具體在哪些類型中容易出現(xiàn)偏誤，此部分也應(yīng)為教學(xué)中的重點(diǎn)。第二部分：針對(duì)第一部分的偏誤類型，分析出留學(xué)生出現(xiàn)這些偏誤的成因，并提出解決辦法。第三部分：給出教學(xué)建議，提出教學(xué)設(shè)計(jì)，，并給出簡(jiǎn)單的教學(xué)規(guī)律，方便日后在對(duì)外漢語(yǔ)中對(duì)方位詞“里”與“上”的教學(xué)
[Abstract]:The General Curriculum for International Chinese Teaching divides the contents of the courses of international students into five levels, and lists the locative words "Li" and "Shang" in the secondary goal, and in the list of commonly used Chinese 1500 high-frequency words in the outline. The frequency of using azimuth word "Shang" was ranked 20th, and that of "azimuth word" ranked 34th. This shows that the locative words "Li" and "Shang" are frequently used in daily use. However, the interlanguage data show that foreign students often confuse the words "Li" and "Shang", such as the following two examples: * I once read a piece of news about farmers in Shandong Province in People's Daily. * they put a lot of ducklings in the field. "(all from the HSK dynamic corpus) The orientation and meaning of "Li" and "Shang" are different, and the basic meaning is relatively fixed, but in some contexts, there is a cross between them, and the native speakers of Chinese as their mother tongue do not make mistakes in this kind of expression. However, through the statistics of the data, it is found that there are some problems in the use of the azimuth words "Li" and "Shang", and there are no small problems in the field of teaching Chinese as a foreign language, whether from the aspect of ontology research or in the field of teaching Chinese as a foreign language. Not enough attention has been paid to the intersection and selectivity of orientation words "Li" and "Shang". Many textbooks of Chinese as a foreign language simply list the words "Li" and "Shang" in the list of new words. In addition, teachers of Chinese as a foreign language do not explain in place, foreign students do not have enough language environment to generate the correct sentences, so they are very difficult to grasp the use of the two conditions in the daily use. This is a problem worth studying. This paper starts with the analysis of the errors of the orientation words "Li" and "Shang" in the HSK dynamic composition corpus. The main body is divided into three parts. The first part: through the collation of the data of the corpus. This paper summarizes the types of errors produced by foreign students when they use the word "in" and "on", and analyzes the types of errors by using the relevant ontology knowledge, so that we can be clear. What types of foreign students are prone to errors, this part should also be the focus of teaching. The second part: in view of the first part of the error type, analyze the causes of these errors. The third part: teaching suggestions, teaching design, and simple teaching rules, which can facilitate the teaching of "Li" and "Shang" in Chinese as a foreign language in the future.
【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】：2013
【分類號(hào)】：H195.3

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