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  本文關(guān)鍵詞： 頻度副詞 習得順序 偏誤分析　出處：《南京大學》2013年碩士論文　論文類型：學位論文

【摘要】：漢語頻度副詞作為時間副詞的一個分支,使用頻率極高,在語義特征和語法功能上基本是對應的,所以在對外漢語教學中一般不將其作為難點對待,但在日常交際中卻很容易造成混淆。且頻度副詞具有模糊性和不確定性,與英語頻度副詞相比,兩者在語法結(jié)構(gòu)上基本對應又不完全對應。 對于頻度副詞的研究,從搜索結(jié)果看,幾乎停留在本體研究的角度。從習得角度,特別是從習得順序角度來分析母語為英語的留學生常用頻度副詞的習得研究微乎其微,且沒有進行深入分析。本文在前人研究的基礎上,以母語為英語的留學生為研究對象,采用橫向調(diào)查研究的方法,重點考察了8個常用頻度副詞的習得規(guī)律。探討母語英語的留學生頻度副詞習得順序的成因與制約因素,指出其對教學和研究的啟示,試圖為今后的相關(guān)研究提供一定參考,進一步推進對外漢語教學中頻度副詞的研究。 首先,通過搜集南京大學海外教育學院母語為英語的留學生約15萬字的自然口語語料,提取出404條有效語料,相比書面語料更能真實的反映留學生在實際交往中運用頻度副詞的水平,使研究數(shù)據(jù)更具時效性和準確性。按照學時等級分為初、中、高級三個階段,運用正確使用相對頻率法分別統(tǒng)計出每個階段的習得順序。并用SPSS軟件進行數(shù)據(jù)檢驗,確保數(shù)據(jù)的有效性和實驗的可行性。綜合考慮三個階段以及總體階段的習得順序,得出8個頻度副詞的客觀習得順序為：從來、有時、總是、一直、常常、通常、往往、偶爾,并提出了相應的習得等級； 其次,在中介語和偏誤分析理論的指導下,采用二語對比的研究方法,對149條偏誤用例從遺漏、冗余、替代、錯序四種類型進行分析,得出偏誤形成的原因。進一步分析了影響習得順序的因素,對論證客觀習得順序有指導意義； 最后,本文選取了四套典型的對外漢語教材,對其頻度副詞的編排和語法設置情況做了統(tǒng)計分析,發(fā)現(xiàn)教材對頻度副詞的收入和編排方面存在較多不一致的地方。在此基礎上,結(jié)合本文得出的頻度副詞的習得順序,提出教學難度分級和教學順序應當符合頻度副詞習得順序的建議。
[Abstract]:As a branch of time adverbs, Chinese frequency adverbs are used with high frequency and are basically corresponding in semantic features and grammatical functions. Therefore, they are generally not treated as difficulties in teaching Chinese as a foreign language. However, it is easy to cause confusion in daily communication, and frequency adverbs are fuzzy and uncertain. Compared with English frequency adverbs, they are basically corresponding in grammatical structure and not completely corresponding to each other. For the study of frequency adverbs, from the point of view of search results, almost stay in the perspective of ontology. From the perspective of acquisition, especially from the perspective of acquisition order to analyze the acquisition of frequency adverbs commonly used by foreign students who are native speakers of English, there is very little research on the acquisition of frequency adverbs. On the basis of previous studies, this paper takes the native English-speaking students as the research object, and adopts the method of horizontal investigation and research. This paper focuses on the acquisition rules of 8 common frequency adverbs, probes into the causes and restrictive factors of the order of acquisition of frequency adverbs by foreign students in native English, points out their enlightenment to the teaching and research, and attempts to provide some references for the related studies in the future. Further promote the study of frequency adverbs in teaching Chinese as a foreign language. First of all, through collecting some 150,000 words of natural spoken language data of native English-speaking students from the School of overseas Education of Nanjing University, we extracted 404 effective corpus. Compared with the written materials, it can truly reflect the level of using frequency adverbs in the actual communication of foreign students, and make the research data more timely and accurate. The acquisition order of each stage is calculated by using the method of relative frequency correctly. The data is verified by SPSS software to ensure the validity of the data and the feasibility of the experiment. The acquisition order of the three stages and the whole stage is considered synthetically. The objective acquisition order of 8 frequency adverbs is as follows: never, sometimes, always, always, often, often, often, occasionally, and put forward the corresponding level of acquisition; Secondly, under the guidance of the theory of interlanguage and error analysis, this paper analyzes 149 error cases from four types: omission, redundancy, substitution and order by using the method of second language contrast. The causes of the errors are obtained. The factors influencing the acquisition order are further analyzed, which is of guiding significance to the demonstration of objective acquisition order. Finally, this paper selects four sets of typical textbooks for Chinese as a foreign language, and makes a statistical analysis on the arrangement of frequency adverbs and grammatical settings. It is found that there are many differences in the income and arrangement of frequency adverbs in the textbook. On this basis, combining with the acquisition order of frequency adverbs obtained in this paper, It is suggested that the teaching difficulty classification and teaching order should accord with the frequency adverb acquisition order.
【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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本文編號：1503964