本文選題：“（NP）上”　切入點(diǎn)：方位詞　出處：《吉林大學(xué)》2013年碩士論文

【摘要】：本文的語料全部來源于北京語言大學(xué)“HSK動態(tài)作文語料庫”，選取語料庫中作為方位名詞的“上”進(jìn)行習(xí)得研究。在語料庫中共搜集到含有“上”的語料19204條記錄。人工帥選、過濾掉無用信息后，共得到8901條語料。在分析過語料，同時(shí)借鑒前輩、專家、學(xué)者對“（NP）上”的義項(xiàng)分類后，結(jié)合漢語事實(shí)和對外漢語教學(xué)的需要，總結(jié)、歸納出三種“（NP）上”的義項(xiàng)類型。通過對語料庫的檢索，按照外國學(xué)生水平的不同等級，計(jì)算這三類義項(xiàng)類型的正確使用相對頻率，初步構(gòu)擬出外國學(xué)生“NP上”的習(xí)得順序。然后，對語料庫中各義項(xiàng)類型的“（NP）上”偏誤類型進(jìn)行分類并解釋其偏誤產(chǎn)生的原因。有鑒于此，本文針對方位名詞“上”的教學(xué)及教材編寫提出了幾點(diǎn)建議。 本章共分為五個(gè)部分。 第一部分引言。這一部分主要包含以下幾個(gè)方面：本文的選題意義、前人的研究成果、研究的方法以及作為本文的研究基礎(chǔ)所采用的語料庫說明。 第二部分“（NP）上”研究綜述。主要是針對漢語本體的方位詞研究以及對“（NP）上”的各義項(xiàng)進(jìn)行分類。這里需要說明的是，分類的工作尤其重要。在查閱前輩、學(xué)者的有關(guān)著作、論文后，將“（NP）上”分為三種義項(xiàng)類型。分別是NP上1（表事物的表面）、NP上2（表范圍）和NP上3（表方面）。這種分類的標(biāo)準(zhǔn)對后文的研究顯得十分重要。之后的習(xí)得研究都是在這個(gè)分類標(biāo)準(zhǔn)的基礎(chǔ)行完成的。 第三部分外國學(xué)生“（NP）上”習(xí)得研究。在這一部分中，通過對語料庫中“（NP）上”的統(tǒng)計(jì)結(jié)果的分析和解釋，總結(jié)出外國學(xué)生“（NP）上”的習(xí)得順序。 第四部分外國學(xué)生習(xí)得“（NP）上”偏誤分析。以HSK動態(tài)作文語料庫為基礎(chǔ)，按照外國學(xué)生初、中、高級水平對偏誤進(jìn)行統(tǒng)計(jì)。按照統(tǒng)計(jì)結(jié)果總結(jié)、歸納偏誤類型并且分析出其偏誤產(chǎn)生的原因。偏誤類型共分為六種類型，分別是：A.方位詞的缺失。B.方位詞的冗余。C.方位詞的誤用。D.介詞的缺失。E.介詞的冗余。F.框式結(jié)構(gòu)的亂用。 最后一部分是本文的結(jié)尾部分。在總結(jié)結(jié)論的基礎(chǔ)上，提出了對教材的編寫以及課堂教學(xué)中的幾點(diǎn)建議。同時(shí)本文在行文和研究上確實(shí)存在一些不足之處，希望在以后的學(xué)習(xí)、研究中得到深化和解決。
[Abstract]:All the data in this paper are from the HSK dynamic composition Corpus of Beijing language and language University, and the acquisition research is carried out by selecting "Shang" as a position noun in the corpus. A total of 19204 records containing "Shang" were collected from the corpus. After filtering out useless information, a total of 8901 pieces of data are obtained. After analyzing the data and drawing lessons from previous generations, experts and scholars, and combining the facts of Chinese and the needs of teaching Chinese as a foreign language, By searching the corpus and according to the different levels of foreign students, we can calculate the relative frequency of correct use of these three kinds of meanings. The acquisition order of "NP on" for foreign students is preliminarily constructed. Then, the types of errors in each meaning type in the corpus are classified and the reasons for the errors are explained. This paper puts forward some suggestions on the teaching and textbook compilation of the azimuth noun "Shang". This chapter is divided into five parts. The first part is the introduction. This part mainly includes the following aspects: the significance of this paper, the previous research results, the research methods and the corpus description used as the basis of this paper. The second part is a review of the research on the "Noumenon". It is mainly aimed at the study of the Chinese Noumenon and the classification of the meanings of the Chinese Noumenon. What needs to be explained here is that the work of classification is especially important. In referring to the related works of the predecessors and scholars, After the paper, This classification is divided into three kinds of meaning types. They are NP-1 (apparent surface of things) and NP-3 (tabular aspect). This classification criterion is very important for the later studies. The base row of this classification standard is completed. In the third part, the author analyzes and interprets the statistical results of "NPN" in the corpus, and summarizes the acquisition order of "NNPs" by foreign students. The fourth part is the analysis of the errors in the acquisition of "HSK" by foreign students. Based on the HSK dynamic composition corpus, the errors are analyzed according to the initial, middle and advanced levels of foreign students. The types of errors are summed up and the reasons for the errors are analyzed. The error types are divided into six types: the absence of the position word of: A. the redundancy of the position word, the misuse of the position word, the misuse of the position word, the lack of the preposition, the redundancy of the preposition, the misuse of the frame structure, and the misuse of the frame structure of the preposition. The last part is the last part of this paper. On the basis of the conclusion, the author puts forward some suggestions on the compilation of teaching materials and classroom teaching. At the same time, there are some deficiencies in the article and research. Hope that in the future learning, research has been deepened and resolved.
【學(xué)位授予單位】：吉林大學(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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