本文關(guān)鍵詞： 統(tǒng)括類范圍副詞 問卷調(diào)查 習(xí)得順序 習(xí)得過程 偏誤分忻　出處：《南京師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：統(tǒng)括類范圍副詞是范圍副詞內(nèi)的一個小類,也是我們生活中經(jīng)常用到的一類詞。雖然數(shù)量不多,但由于其本身的復(fù)雜性及其與一些近義詞語意義、用法的相似性,使得統(tǒng)括類范圍副詞成為對外漢語教學(xué)中一個難點(diǎn),留學(xué)生在使用該類詞時經(jīng)常出現(xiàn)偏誤。 本文在吸收借鑒前人關(guān)于統(tǒng)括類范圍副詞本體研究和第二語言習(xí)得研究的基礎(chǔ)上,結(jié)合留學(xué)生對該類詞的使用情況,確定了統(tǒng)括類范圍副詞的研究范圍,即“都”、“全”、“統(tǒng)統(tǒng)”、“一概”、“一律”、“凡是”和“一共”等七個詞。為彌補(bǔ)語料庫語料分布不均的問題,本文在橫向考察中介語語料庫的基礎(chǔ)上,又結(jié)合了問卷調(diào)查的縱向分析,并詳細(xì)考察了母語者對該類詞的使用情況,得出了兩者在使用該類詞時的頻率差異及中高級階段留學(xué)生在使用該類詞時的相對習(xí)得順序,并分析了這兩個階段的習(xí)得過程。 本文以偏誤分析理論和中介語理論為指導(dǎo),從留學(xué)生使用該類詞的正確用例和偏誤用例入手,在借鑒前人對偏誤分類的基礎(chǔ)上,詳細(xì)考察了每類偏誤(遺漏、誤加、誤代、錯序)的下位小類情況,并對偏誤進(jìn)行詳細(xì)分析。 最后,在偏誤分析的基礎(chǔ)上,我們從教師、教材等角度探討了偏誤出現(xiàn)的原因,并針對原因提了幾點(diǎn)教學(xué)對策,希望能對對外漢語教學(xué)有一定的借鑒意義。
[Abstract]:The omnibus scope adverb is a small category in the scope adverb, and it is also a kind of word that we often use in our life. Although the quantity is not large, but because of its own complexity and its meaning with some synonyms. The similarity of usage makes omnibus adverbs a difficulty in teaching Chinese as a foreign language. Based on the previous researches on the ontology of omnibus range adverbs and the acquisition of second language, this paper determines the scope of the study of omnibus adverbs on the basis of the use of such words by foreign students. That is, "du", "all", "all", "all", "all", "all", "all" and "altogether" to make up for the uneven distribution of corpus data. Based on the horizontal study of the interlanguage corpus and the longitudinal analysis of the questionnaire, this paper examines the use of such words by native speakers in detail. The differences of the frequency of the two words and the relative acquisition order of the middle and advanced stage students in the use of this kind of words are obtained, and the acquisition process of these two stages is analyzed. Guided by the theory of error analysis and the theory of interlanguage, this paper starts with the correct use cases and error cases of the words used by foreign students, and on the basis of drawing lessons from the classification of errors made by previous scholars, makes a detailed study of each type of errors (omissions). The subclasses of false addition, wrong generation and wrong order) are analyzed in detail. Finally, on the basis of error analysis, we discuss the causes of errors from teachers, textbooks and other angles, and put forward some teaching countermeasures, hoping to be useful for teaching Chinese as a foreign language.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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本文編號：1492172