本文選題：程度-語氣副詞 + 偏誤　； 參考：《復旦大學》2013年碩士論文

【摘要】：漢語中存在著這樣一類副詞,它們既表示程度,又表示語氣。本文以“真”、“太”、“多(多么)”、“最”、“可”五個副詞為研究對象,將這些既可以表示程度又可以表示語氣的副詞另立一類,稱為“程度-語氣”副詞。在語料分析的基礎上,重點考察它們作為“程度-語氣”副詞的輸出情況和偏誤情況,探究偏誤成因并提出相關的教學建議。 本文主要分為六個部分： 第一章介紹選題原因,理論意義,對外漢語教學價值,研究對象、思路和方法以及相關研究綜述等。 第二章以“真”、“太”、“多(多么)”、“最”、“可”五個詞語為重點考察對象,對現(xiàn)代漢語副詞中的“程度-語氣”副詞這一小類進行了描寫和界定,并對其意義、用法、句法限制等進行了歸納。 第三章使用定量分析的方法分別考察了中介語語料(約50萬字)和本族人語料(約50萬字)中五個程度-語氣副詞的輸出情況,并將兩者進行對比分析,初步得出學習者的習得順序。 第四章通過人工檢索的方法統(tǒng)計出五個程度-語氣副詞的偏誤量并計算出偏誤率,從“句法-語義偏誤”、“句法-語用偏誤”、“兼類偏誤”等新的偏誤分類角度概括出每個偏誤句的偏誤類型,并對偏誤成因進行探究。最后結合輸出和偏誤兩個方面得出了習得情況等級順序。 第五章綜合偏誤分析研究、教學大綱設置、教材的編排等情況提出相關教學對策和建議。 第六章對本文的研究內容和得出的相關結論進行總結,并指出研究中的不足之處。
[Abstract]:There are such adverbs in Chinese, which denote both degree and mood.In this paper, five adverbs, "true", "too", "many (how)", "most" and "can" are taken as the object of study. These adverbs, which can express both degree and mood, are called "degree-mood" adverbs.On the basis of corpus analysis, this paper focuses on their output and error as "degree-mood" adverbs, probes into the causes of errors and puts forward relevant teaching suggestions.This paper is divided into six parts:The first chapter introduces the reasons, theoretical significance, the value of teaching Chinese as a foreign language, research objects, ideas and methods, as well as a summary of relevant studies.The second chapter focuses on the five words "true", "too", "many (how)", "most" and "can", and describes and defines the subcategory of "degree and mood" adverb in modern Chinese, and its significance.Usage, syntactic restriction and so on are summarized.Chapter three uses quantitative analysis to examine the output of the five degree mood adverbs in the interlanguage corpus (about 500000 words) and the native language data (about 500000 words), and makes a comparative analysis between the two.The acquisition sequence of learners is preliminarily obtained.In chapter 4, the author calculates the error rate of modal adverbs by using the method of manual retrieval, which includes syntactic and semantic errors, syntactic and pragmatic errors.The new classification of errors, such as "concurrent errors", generalizes the types of errors in each error sentence, and probes into the causes of errors.Finally, combined with output and error, the order of acquisition level is obtained.Chapter five puts forward some teaching countermeasures and suggestions on comprehensive error analysis, syllabus setting and textbook arrangement.The sixth chapter summarizes the research content and relevant conclusions, and points out the shortcomings of the research.
【學位授予單位】：復旦大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

【參考文獻】

相關期刊論文 前1條

1 張雪平;;“可”的程度意義及其來源和演變[J];天中學刊;2005年06期

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本文編號：1771261