本文選題：“是”字句　切入點(diǎn)：偏誤分析　出處：《湖南大學(xué)》2013年碩士論文

【摘要】：在現(xiàn)代漢語(yǔ)中，“是”字句是一個(gè)相當(dāng)重要的句型�！笆恰弊志涞慕Y(jié)構(gòu)復(fù)雜多樣而且語(yǔ)義豐富，以英語(yǔ)為母語(yǔ)的漢語(yǔ)學(xué)習(xí)者在習(xí)得“是”字句時(shí)常常出現(xiàn)大量偏誤。目前國(guó)內(nèi)關(guān)于“是”字句的本體研究頗多，但是針對(duì)以英語(yǔ)為母語(yǔ)的漢語(yǔ)學(xué)習(xí)者習(xí)得“是”字句的偏誤的研究還非常少。本文以本體研究為基礎(chǔ)，運(yùn)用英漢語(yǔ)言對(duì)比分析、偏誤分析等方法，通過(guò)分析從語(yǔ)料庫(kù)中收集到的語(yǔ)料，，對(duì)英語(yǔ)為母語(yǔ)的漢語(yǔ)學(xué)習(xí)者習(xí)得“是”字句的偏誤類型進(jìn)行概括，并探討偏誤產(chǎn)生的原因，從而提出一些建議，希望對(duì)“是”字句的教學(xué)尤其是針對(duì)以英語(yǔ)為母語(yǔ)的漢語(yǔ)學(xué)習(xí)者“是”字句的教學(xué)有所啟示和幫助。本文共分為四個(gè)部分： 第一部分為引言，這部分說(shuō)明了本課題研究的緣由，并從目前“是”字句的本體研究和對(duì)外漢語(yǔ)教學(xué)研究?jī)蓚�(gè)大的方面對(duì)其進(jìn)行了綜述，同時(shí)也闡述了本文的研究?jī)r(jià)值、研究理論和研究方法。最后，說(shuō)明了語(yǔ)料來(lái)源，限定了本文的研究范圍。 第二部分對(duì)收集到的語(yǔ)料進(jìn)行分析，從遺漏、誤加、誤用、錯(cuò)序以及“S+是+O”中“S”和“O”關(guān)系的不對(duì)應(yīng)這五個(gè)方面概括了以英語(yǔ)為母語(yǔ)的漢語(yǔ)學(xué)習(xí)者習(xí)得“是”字句的偏誤類型。 第三部分針對(duì)第二部分總結(jié)的偏誤類型，從母語(yǔ)的干擾、“是”字句本身的復(fù)雜性、學(xué)習(xí)環(huán)境的影響三個(gè)方面分析了“是”字句偏誤產(chǎn)生的原因。其中學(xué)習(xí)環(huán)境的影響又包括教材的編寫、教師的教學(xué)以及學(xué)生的學(xué)習(xí)這三個(gè)方面的闡述。 第四部分探討的是“是”字句的偏誤分析對(duì)對(duì)外漢語(yǔ)教學(xué)的啟示，提出要加強(qiáng)“是”字句的對(duì)比研究，加強(qiáng)“是”字句的英漢對(duì)比，并對(duì)“是”字句在教材中的編寫安排以及教師的教學(xué)提出了一些建設(shè)性的意見(jiàn)。 最后一部分為結(jié)語(yǔ)，這部分以簡(jiǎn)練的語(yǔ)言從三個(gè)方面對(duì)全文的重要內(nèi)容和結(jié)論進(jìn)行了概括與總結(jié)。
[Abstract]:In modern Chinese, the word "is" is a very important sentence pattern.The structure of "you" sentence is complex and diverse, and the meaning is rich. Chinese learners who use English as their mother tongue often make a large number of errors in the acquisition of "yes" sentence.At present, there are a lot of researches on the Noumenon of "is" sentence in China, but there is little research on the error of "is" sentence acquired by native English learners.Based on the ontological study, this paper, by means of comparative analysis and error analysis between English and Chinese, summarizes the types of errors in English native language learners' acquisition of "is" by analyzing the data collected from the corpus.This paper also discusses the causes of errors, and puts forward some suggestions, hoping to enlighten and help the teaching of "is" sentences, especially for Chinese learners who are native speakers of English.This paper is divided into four parts:The first part is the introduction, which explains the reason of this research, and summarizes it from two aspects, namely, the Noumenon study of "is" sentence and the teaching of Chinese as a foreign language. At the same time, it also expounds the research value of this paper.Research theory and research methods.Finally, it explains the source of the corpus and limits the scope of this study.The second part is the analysis of the collected data, from the omission, wrong addition, misuse,The misorder and the uncorrespondence between "S" and "O" in "S is O" summarize the types of errors in the acquisition of "is" by native English-speaking Chinese learners.The third part analyzes the causes of the errors in the second part from three aspects: the interference of the mother tongue, the complexity of the word "is" and the influence of the learning environment.The influence of learning environment includes the compilation of textbooks, the teaching of teachers and the study of students.The fourth part discusses the enlightenment of the error analysis of the "is" sentence to the teaching of Chinese as a foreign language, and puts forward that we should strengthen the contrastive study of the "is" sentence and the contrast between the English and the Chinese characters of the "you" sentence.It also puts forward some constructive suggestions on the arrangement of compiling the word "is" in the textbook and the teachers' teaching.The last part is the conclusion, which generalizes and summarizes the main contents and conclusions in three aspects.
【學(xué)位授予單位】：湖南大學(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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