發(fā)布時(shí)間：2018-02-25 19:11

  本文關(guān)鍵詞： 對外漢語教學(xué) “有”字句 日韓留學(xué)生 偏誤分析　出處：《湖南師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：“有”字句是現(xiàn)代漢語語法中的特殊句式之一,其句法結(jié)構(gòu)復(fù)雜,表意功能豐富,在人們?nèi)粘Ｉ钪惺褂妙l率很高。雖然在通用的對外漢語教材當(dāng)中被列入中低級(jí)別語法項(xiàng)目,但實(shí)際上留學(xué)生在學(xué)習(xí)過程中運(yùn)用的準(zhǔn)確率較低,特別是日韓留學(xué)生,通過搜索HSK動(dòng)態(tài)作文語料庫中“有”字句的偏誤例句發(fā)現(xiàn),日韓留學(xué)生在“有”字句習(xí)得上存在一定的相似性。 本文共分四部分。第一部分是緒論,主要論述本論文選題背景及實(shí)踐意義、研究思路和研究材料、研究方法和理論基礎(chǔ)等；然后大致梳理“有”字句在本體和對外漢語教學(xué)兩方面的研究成果,結(jié)合對外漢語教學(xué)大綱和相關(guān)教材對“有”字句的處理及教學(xué)實(shí)際,將“有”字句分為“N1+有+N2”、“N1+有+N2+VP”、“N+有(所)+VP/形容詞”、“N1+有+數(shù)量+形容詞”等六大下位句式。第二部分以偏誤分析和中介語理論為指導(dǎo),基于HSK動(dòng)態(tài)作文語料庫對母語為日語和母語為韓語的留學(xué)生習(xí)得“有”字句時(shí)產(chǎn)生的偏誤進(jìn)行歸類和分析,并得出日韓留學(xué)生習(xí)得“有”字句的偏誤句中 ‘有”字遺漏現(xiàn)象相當(dāng)普遍,大部分為特殊結(jié)構(gòu)“N1/VP1+對/與/跟+N2/代十有十N3/VP2”中“有”字的遺漏。此外,本文還考察了日韓留學(xué)生偏誤句例當(dāng)中六大句式的使用情況,發(fā)現(xiàn)偏誤句式主要集中在“N1+有+N2”和“N1+有+N2+VP”句式上,表比較的下位句式“N1+有/沒有+N2+(這么/那么)+(修飾語)形容詞”沒有任何偏誤例句。 針對日韓留學(xué)生的偏誤類型和句式習(xí)得上的特點(diǎn),本文第三部分從內(nèi)部原因即學(xué)習(xí)者自身原因和外部原因出發(fā)進(jìn)行一定的分析和探討。第四部分結(jié)合前文內(nèi)容,從教學(xué)、教材、教師三方面提出一些意見和建議,希望能有助于提高對外漢語“有”字句教學(xué)效果。
[Abstract]:"you" sentence is one of the special sentence patterns in modern Chinese grammar. Its syntactic structure is complex, its ideographic function is rich, and it is used frequently in people's daily life, although it is included in the middle and low level grammar items in the general teaching materials for Chinese as a foreign language. But in fact, the accuracy rate used by foreign students in the process of learning is low. In particular, Japanese and Korean students, by searching the HSK dynamic composition corpus for errors in "you" sentences, are found. Japanese and Korean students have some similarities in the acquisition of the word "you". This paper is divided into four parts. The first part is the introduction, mainly discusses the background and practical significance of this paper, research ideas and materials, research methods and theoretical basis. Then it roughly combs the research results of "you" sentence in two aspects: Noumenon and teaching Chinese as a foreign language, and combines with the syllabus of teaching Chinese as a foreign language and relevant teaching materials to deal with the word "you" and the teaching practice. The "you" sentence is divided into "N1 has N2", "N1 has N2 VP", "N has VP/ adjective", "N1 has quantitative adjective" and so on. The second part is guided by error analysis and interlanguage theory. Based on the HSK dynamic composition corpus, the errors in the acquisition of "you" sentences by students whose mother tongue is Japanese and Korean are classified and analyzed, and the errors in the acquisition of "you" sentences by Japanese and Korean students are obtained. The omission of the word "you" is quite common, mostly due to the special structure "N1 / VP1 pair / / and / or N2 / DX" with the word "you" in 10 N3 / VP2. In addition, this paper also examines the use of the six major sentence patterns in the examples of errors made by foreign students from Japan and South Korea. It is found that the errors are mainly in "N1 has N2" and "N1 has N _ 2 VP", and the lower sentence "N1 has / does not have N _ 2 (so / so) adjective" has no errors. In view of the characteristics of the error types and sentence structure acquisition of Japanese and Korean students, the third part of this paper analyzes and discusses the internal reasons, namely, the learners' own reasons and external reasons. Teaching materials, teachers put forward some suggestions and suggestions, hoping to help improve the teaching of Chinese as a foreign language "you" sentence teaching effect.
【學(xué)位授予單位】：湖南師范大學(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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本文編號(hào)：1534792