發(fā)布時(shí)間：2018-05-09 03:18

  本文選題：方位詞 + 偏誤分析�。� 參考：《東北師范大學(xué)》2013年碩士論文

【摘要】：方位詞在漢語中是一個(gè)爭議較大的詞類，無論是其詞類歸屬還是范圍的界定，仍有很多問題未曾討論清楚，而方位詞在第二語言教學(xué)中亦是一個(gè)重點(diǎn)，在留學(xué)生習(xí)得方面也是一個(gè)難點(diǎn)。本文選取了82個(gè)方位詞作為研究對象，，包括16個(gè)單純方位詞和66個(gè)合成方位詞，通過語言教學(xué)這一角度進(jìn)行分析與規(guī)律總結(jié)。 本文首先對語料庫中的語料進(jìn)行檢索、分類、匯總，計(jì)算出方位詞的使用頻率及偏誤率。通過得出的數(shù)據(jù)，即可以得到留學(xué)生使用方位詞所呈現(xiàn)的基本情況和偏誤情況，再對這些出現(xiàn)頻次高、偏誤率高的方位詞做出具體的偏誤分析，指出其錯(cuò)處并加以改正，并對偏誤產(chǎn)生的原因做出分析。最后，筆者將考察現(xiàn)行的漢語教材中對方位詞的講解與設(shè)置情況，并與大綱中所要求掌握方位詞的程度加以對比，對這些教材做出評價(jià)，同時(shí)提出有效的教學(xué)建議與策略。 通過對方位詞的使用情況做考察，筆者發(fā)現(xiàn)在語料中方位詞的使用頻次差異很大，總體來看單純類方位詞使用頻次多；“X頭”類方位詞使用頻次少；而“之X”類方位詞和“以X”類方位詞只有少部分出現(xiàn)過；可以互換使用的“X邊”類和“X面”類方位詞使用的頻次顯現(xiàn)出不均勻的情況。即在習(xí)得過程中，單純類方位詞是留學(xué)生比較容易習(xí)得的，而“X頭”類、“以X”類、“之X”類使用率很低，也就是說外國留學(xué)生并沒有習(xí)得這些方位詞。而“X邊”類和“X面”類出現(xiàn)的這種不均勻現(xiàn)象是留學(xué)生在表達(dá)過程中會(huì)優(yōu)先使用其先習(xí)得的表達(dá)方式所導(dǎo)致的。 據(jù)統(tǒng)計(jì)顯示，36個(gè)方位詞或多或少存在偏誤情況，說明留學(xué)生在習(xí)得方位詞過程中存在很大的問題，其中一部分如“內(nèi)外”、“之內(nèi)”、“上邊”、“里頭”、“左”等使用頻率低且存在偏誤；很大一部分如“上”、“下”、“后”等不但使用頻率高，同時(shí)偏誤率也高，這就能反映出這些方位詞既是表達(dá)常用、又是習(xí)得存在問題的重點(diǎn)方位詞。偏誤出現(xiàn)情況，主要有方位詞的遺漏、誤加、方位詞的誤用、固定結(jié)構(gòu)的不完整等。 通過對方位詞的偏誤分析，既可以看出在漢語教學(xué)中方位詞是一個(gè)重點(diǎn)和難點(diǎn)，與此同時(shí)留學(xué)生習(xí)得方位詞也同樣是存在一定的困難的，但是從現(xiàn)行的漢語教材來看，編寫時(shí)并不能按照大綱所要求適時(shí)出現(xiàn)或詳盡講解各個(gè)語法點(diǎn)，所以需要教者在教學(xué)過程中不但要對方位詞本身做詳細(xì)講解，更要辨析相類似或可以互相替代的方位詞的差異，在一些固定的結(jié)構(gòu)中，也要講解該結(jié)構(gòu)所表達(dá)的意思，避免由于教師的不規(guī)范講解造成偏誤。
[Abstract]:The position word is a controversial part of speech in Chinese. There are still many problems which have not been discussed clearly, and the orientation word is also a key point in the second language teaching. The acquisition of foreign students is also a difficult point. This paper selects 82 azimuth words as the research object, including 16 azimuth words and 66 synthetic azimuth words, which are analyzed and summarized from the perspective of language teaching. This paper first searches, classifies, summarizes and calculates the frequency and error rate of azimuth words. Through the obtained data, we can get the basic situation and error situation of the students using the azimuth words, and then make a concrete error analysis of these azimuth words with high frequency and high error rate, point out their errors and correct them. The causes of errors are analyzed. Finally, the author will investigate the explanation and setting of orientation words in the current Chinese teaching materials, and compare with the degree of mastering azimuth words required in the outline, and make an evaluation of these teaching materials, and put forward effective teaching suggestions and strategies at the same time. Through the investigation of the use of azimuth words, the author finds that the frequency of using azimuth words in the corpus is very different, generally speaking, the frequency of using pure location-like words is many, the frequency of using "X-head" locative words is less, and the frequency of using azimuth words in the corpus is very high. However, only a few of the "X" and "X" azimuth words have appeared, and the frequency of the "X side" and "X face" positions that can be used interchangeably appears to be uneven. That is to say, in the process of acquisition, it is easier for foreign students to acquire the pure locus words, but the usage rate of "X head", "X" and "X" is very low, that is to say, foreign students do not acquire these locative words. The phenomenon of "X edge" and "X plane" is caused by the foreign students' preference in the process of expression. Statistics show that there are more or less errors in 36 locative words, indicating that foreign students have great problems in the process of acquiring azimuth words, some of which are "inside and outside", "within", "upper side", "inside", and "inside". "left" and so on use frequency is low and existence bias; a large part such as "up", "down", "after" and so on not only uses the frequency high, at the same time the error rate is also high, this can reflect these azimuth words are both the expression commonly used, It is also the key word of the acquisition problem. The occurrence of bias mainly includes omissions, misadditions, misuses, incomplete fixed structures and so on. Through the error analysis of orientation words, it can be seen that orientation words are an important and difficult point in Chinese teaching. At the same time, it is also difficult for foreign students to acquire azimuth words, but from the current Chinese teaching materials, there are some difficulties in the acquisition of azimuth words. At the time of writing, each grammatical point can not be explained in time or in detail according to the requirements of the syllabus, so the teacher should not only explain the orientation word itself in detail, but also distinguish the differences of similar or replaceable locative words in the teaching process. In some fixed structures, it is necessary to explain the meaning of the structure so as to avoid errors caused by teachers' nonstandard explanation.
【學(xué)位授予單位】：東北師范大學(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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