本文選題：時(shí)間副詞“就” + 學(xué)習(xí)策略��； 參考：《吉林大學(xué)》2013年碩士論文

【摘要】：對(duì)于不以漢語為母語的學(xué)習(xí)者而言，虛詞的掌握是其漢語學(xué)習(xí)的難點(diǎn)之一，其中副詞“就”是典型例子。副詞“就”作為初級(jí)語法點(diǎn)，在其所在語境中所表意義各不相同，使用頻率多，，義項(xiàng)繁多是它的特點(diǎn)。然而，正是因?yàn)槠淞x項(xiàng)繁多，給留學(xué)生的學(xué)習(xí)帶來許多困擾。在現(xiàn)實(shí)教學(xué)中，不只是初級(jí)和中級(jí)學(xué)生，對(duì)于那些已取得高級(jí)漢語水平資格的學(xué)生來說，使用偏誤也是常見現(xiàn)象。在現(xiàn)有的文獻(xiàn)資料中，關(guān)于副詞“就”的偏誤研究有很多，而把“就”作為時(shí)間副詞來考察與分析偏誤的資料并不是很多�；诖�，筆者分別從理論研究和對(duì)教材的分析考察，結(jié)合對(duì)北京語言大學(xué)HSK動(dòng)態(tài)作文語料庫的考察方式，重點(diǎn)研究時(shí)間副詞“就”的偏誤在對(duì)外漢語教學(xué)實(shí)踐中的作用。本文主要根據(jù)漢語本體及第二語言習(xí)得相關(guān)理論成果為研討依據(jù)，運(yùn)用偏誤分析的理論及實(shí)例來分析留學(xué)生在漢語學(xué)習(xí)中，對(duì)時(shí)間副詞“就”的運(yùn)用以及偏誤原因和相應(yīng)的學(xué)習(xí)策略。也就是過度泛化、教材講解不當(dāng)以及學(xué)習(xí)策略不當(dāng)?shù)仍谄鋵W(xué)習(xí)中的影響。 筆者重點(diǎn)從如下方面著手研究：一是參照權(quán)威學(xué)術(shù)研究理論成果及各類詞典和工具書籍，對(duì)時(shí)間副詞“就”的相關(guān)句式篩選分類；二是在過去研究成果基礎(chǔ)上歸納梳理，主要以北京語言大學(xué)HSK動(dòng)態(tài)作文語料庫為研究，來考察時(shí)間副詞“就”在對(duì)外漢語教學(xué)中的表現(xiàn)形式；筆者認(rèn)為，通過考察研究，絕大部分時(shí)間副詞“就”的義項(xiàng)被所考察教材涵蓋，但不可否認(rèn)，重要義項(xiàng)的忽略、語法點(diǎn)安排不合理、舉例不典型以及講解和練習(xí)失調(diào)等現(xiàn)象還是存在的。所以，在此基礎(chǔ)上，筆者一并提出了解決方案和改進(jìn)建議。 實(shí)際對(duì)外漢語教學(xué)過程中，如何教授學(xué)生該語法點(diǎn)非常重要。因此，筆者結(jié)合北京語言大學(xué)HSK動(dòng)態(tài)作文語料庫的語料，總結(jié)了漢語時(shí)間副詞“就”的注釋，并結(jié)合了偏誤研究的理論成果，及第二語言原理教學(xué)方法，有針對(duì)性的對(duì)教材中存在的各種問題提出解決建議。筆者認(rèn)為，教學(xué)中對(duì)時(shí)間副詞“就”的講解采用情景法以及對(duì)比法比較妥當(dāng)。 本文希望，通過對(duì)時(shí)間副詞“就”研究，能為對(duì)外漢語教學(xué)以及相關(guān)教學(xué)提供力所能及的幫助及啟發(fā)，起到拋磚引玉的作用。
[Abstract]:For learners who do not speak Chinese as their mother tongue, the mastery of function words is one of the difficulties in learning Chinese, and the adverb "just" is a typical example.As a primary grammatical point, the adverb "Zai" has different meanings in its context, more frequency of use and various meanings.However, it is precisely because of its various meanings, to the study of foreign students brought a lot of trouble.In practical teaching, it is not only primary and middle level students, but also the use error is common for those students who have already obtained advanced Chinese proficiency qualification.In the existing literature, there are a lot of researches on the errors of adverbs, but there are not a lot of data about using the adverbs as time adverbs to investigate and analyze the errors.Based on this, the author focuses on the role of the bias of time adverb in teaching Chinese as a foreign language in the practice of teaching Chinese as a foreign language (TCFL) from the theoretical research and the analysis of the teaching materials, combined with the investigation of the HSK dynamic composition corpus of Beijing language and language University.On the basis of Chinese Noumenon and related theoretical achievements of second language acquisition, this paper uses the theory and examples of error analysis to analyze foreign students in Chinese learning.The use of time adverb, the causes of errors and the corresponding learning strategies.In other words, overgeneralization, improper explanation of teaching materials and improper learning strategies influence their learning.The author focuses on the following aspects: first, classifying the relevant sentence patterns of the temporal adverb "Zou" by referring to the theoretical achievements of authoritative academic research and various dictionaries and tool books; second, summing up and combing on the basis of the past research results.Based on the HSK dynamic composition Corpus of Beijing language and language University, this paper investigates the expression of time adverb "Zai" in teaching Chinese as a foreign language.Most of the meanings of the adverbs are covered by the textbooks, but it is undeniable that the neglect of important meanings, the unreasonable arrangement of grammatical points, the atypical examples and the misalignment of explanation and practice still exist.Therefore, on this basis, the author also put forward solutions and suggestions for improvement.In the process of teaching Chinese as a foreign language, how to teach students the grammar is very important.Therefore, based on the data of HSK dynamic composition Corpus of Beijing language and language University, the author summarizes the annotation of Chinese time adverb "Zuo", and combines the theoretical results of bias research and the teaching method of second language principle.Some suggestions are put forward to solve the problems existing in the teaching materials.The author thinks that it is appropriate to use situational method and contrastive method to explain the adverb of time in teaching.This paper hopes that the study of the time adverb "just" can help and enlighten the teaching of Chinese as a foreign language as well as the relevant teaching.
【學(xué)位授予單位】：吉林大學(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)：1744805