發(fā)布時(shí)間：2018-04-20 22:13

  本文選題：泛義動(dòng)詞 + “弄”��； 參考：《華中師范大學(xué)》2013年碩士論文

【摘要】：泛義動(dòng)詞是語(yǔ)義寬泛,可以替代許多具體動(dòng)詞的一類詞,常用的泛義動(dòng)詞有“搞"、“打”、“弄”、“做”、“干”等。目前關(guān)于泛義動(dòng)詞的研究主要是集中在個(gè)案的分析描寫(xiě)上,尤其是對(duì)詞義的歷時(shí)的描寫(xiě)上,在個(gè)案研究中又主要集中在“打"和“搞"上,對(duì)“弄”、“干"、“做”研究較少,對(duì)于泛義動(dòng)詞在對(duì)外漢語(yǔ)教學(xué)中的研究更是甚少。在泛義動(dòng)詞的偏誤分析方面鮮有學(xué)者涉及,有個(gè)別學(xué)者對(duì)“搞”、“打"進(jìn)行對(duì)外漢語(yǔ)偏誤分析,對(duì)“弄"、“干”等泛義動(dòng)詞的偏誤分析尚未發(fā)現(xiàn)。 但是泛義動(dòng)詞是第二語(yǔ)言學(xué)習(xí)者學(xué)習(xí)漢語(yǔ)的重點(diǎn)和難點(diǎn),也是對(duì)外漢語(yǔ)詞匯教學(xué)的重點(diǎn)和難點(diǎn)。在《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》中,“干"、“做"是甲級(jí)詞匯,“弄”是乙級(jí)詞匯,學(xué)生使用這幾個(gè)動(dòng)詞的頻率較高,但是筆者在對(duì)外漢語(yǔ)教學(xué)實(shí)踐中發(fā)現(xiàn),留學(xué)生對(duì)這幾個(gè)詞通常比較難以掌握,教師在向?qū)W生講解這類詞時(shí),也較難以掌控。因此本文選取了泛義動(dòng)詞的典型代表“弄"、“干”、“做"來(lái)進(jìn)行偏誤分析,利用北京語(yǔ)言大學(xué)的漢語(yǔ)中介語(yǔ)語(yǔ)料庫(kù)及筆者自行采集的華中師范大學(xué)國(guó)際文化交流學(xué)院留學(xué)生的作文作為語(yǔ)料,通過(guò)對(duì)語(yǔ)料的定量統(tǒng)計(jì)和定性分析來(lái)歸納這三個(gè)泛義動(dòng)詞的偏誤類型,從教材與詞典釋義的影響、母語(yǔ)的負(fù)遷移、目的語(yǔ)的負(fù)遷移這三個(gè)方面來(lái)分析這幾個(gè)動(dòng)詞產(chǎn)生偏誤的原因,最后從教師與學(xué)生這兩個(gè)角度來(lái)為這幾個(gè)動(dòng)詞的對(duì)外漢語(yǔ)教學(xué)提出合理化教學(xué)建議,以求對(duì)對(duì)外漢語(yǔ)教學(xué)有所幫助。
[Abstract]:Universal verb is a kind of word which has broad meaning and can replace many concrete verbs. The commonly used universal verbs are "do", "hit", "make", "do", "dry" and so on. At present, the research on pan-meaning verbs is mainly focused on the analysis and description of individual cases, especially on the diachronic description of the meaning of words. In the case studies, the studies are mainly focused on "typing" and "doing", but less on "getting", "doing" and "doing". There is little research on universal verbs in teaching Chinese as a foreign language. There are few scholars involved in the analysis of the errors of the universal verbs. Some scholars analyze the errors of "do" and "hit" as a foreign language, and the analysis of the errors of the universal verbs such as "Nong" and "dry" have not been found yet. However, universal verbs are not only the key points and difficulties for second language learners to learn Chinese, but also the key points and difficulties for vocabulary teaching in TCFL. In the outline of Chinese level Vocabulary and Chinese characters, "dry" and "do" are Grade A words and "Nong" is Grade B words. The students use these verbs more frequently, but the author finds out in the teaching practice of Chinese as a Foreign language. Foreign students are often more difficult to master these words, and teachers are also more difficult to master when explaining them to their students. Therefore, this paper chooses the typical representative of pan-meaning verbs "Nong", "dry" and "do" to analyze the errors. Using the Chinese interlanguage corpus of Beijing language and language University and the composition of the foreign students of the International Cultural Exchange College of Central China normal University, which is collected by the author, as the corpus. Through the quantitative statistics and qualitative analysis of the corpus, this paper sums up the error types of the three universal verbs, from the influence of textbooks and dictionaries to the negative transfer of mother tongue. The negative transfer of the target language is used to analyze the causes of the errors in these verbs. Finally, from the perspectives of teachers and students, the author puts forward some reasonable teaching suggestions for the teaching of Chinese as a foreign language. In order to help the teaching of Chinese as a foreign language.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前8條

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2 景冬梅;詞匯專題課“打”的教學(xué)策略研究[D];吉林大學(xué);2011年

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5 齊麗娟;現(xiàn)代漢語(yǔ)泛義動(dòng)詞探析[D];南京師范大學(xué);2008年

6 申e，

本文編號(hào)：1779668