本文選題：疑問(wèn)代詞 + 什么��； 參考：《遼寧大學(xué)》2013年碩士論文

【摘要】：在對(duì)外漢語(yǔ)教學(xué)中，疑問(wèn)代詞的教學(xué)一直一個(gè)重點(diǎn)和難點(diǎn)，許多學(xué)者對(duì)疑問(wèn)代詞的不同層面進(jìn)行了探究，如疑問(wèn)代詞的分類(lèi)，疑問(wèn)代詞的疑問(wèn)焦點(diǎn)，以及疑問(wèn)代詞縱向的歷史考場(chǎng)等等。并且取得了一定的理論成果。但是疑問(wèn)代詞“什么”仍是留學(xué)生學(xué)習(xí)的一個(gè)難點(diǎn)，如何讓學(xué)生在最少的實(shí)際內(nèi)掌握疑問(wèn)代詞的疑問(wèn)用法和非疑問(wèn)用法；如何讓學(xué)生準(zhǔn)確地使用疑問(wèn)代詞的非疑問(wèn)用法；如何盡量避免或者降低學(xué)生出現(xiàn)偏誤的頻率，仍是漢語(yǔ)語(yǔ)言學(xué)界需要解決的一個(gè)問(wèn)題。 本文以疑問(wèn)代詞“什么”為例，探討疑問(wèn)代詞“什么”的偏誤現(xiàn)象和原因，從而提出一些具體的教學(xué)建議。本章中首先介紹了劃分疑問(wèn)代詞“什么”的理論依據(jù)，將疑問(wèn)代詞“什么”分為疑問(wèn)用法和非疑問(wèn)用法兩大類(lèi)，非疑問(wèn)用法中包括了：任指、虛指、例舉、否定、反問(wèn)、設(shè)問(wèn)。然后通過(guò)篩選偏誤語(yǔ)料庫(kù)中的語(yǔ)料，總結(jié)和歸納疑問(wèn)代詞“什么”在疑問(wèn)用法和非疑問(wèn)用法中出現(xiàn)的偏誤，主要的偏誤類(lèi)型有：遺漏、錯(cuò)序、誤加和誤代。在分析偏誤現(xiàn)象中發(fā)現(xiàn)，留學(xué)生經(jīng)常出現(xiàn)遺漏和錯(cuò)序的偏誤，遺漏的偏誤大多指的是遺漏關(guān)聯(lián)詞或副詞及“什么”的緊縮句中第二個(gè)“什么”的遺漏；而錯(cuò)序主要指的是疑問(wèn)代詞“什么”與兩個(gè)或者兩個(gè)以上的句子結(jié)構(gòu)一起使用時(shí)出現(xiàn)的語(yǔ)序上的偏誤。如：疑問(wèn)代詞“什么”與肯定句、存現(xiàn)句的共同使用時(shí)的偏誤，以及與一些特殊句式“一......就......”同時(shí)使用的偏誤。通過(guò)分析這些偏誤現(xiàn)象，本文總結(jié)出出現(xiàn)偏誤的三個(gè)原因：復(fù)雜的句子造成的偏誤、多重語(yǔ)義造成的偏誤以及教學(xué)的負(fù)遷移造成的偏誤。最后針對(duì)偏誤的現(xiàn)象和原因，，本文提出關(guān)于疑問(wèn)代詞“什么”的四個(gè)教學(xué)策略，它們分別是：強(qiáng)調(diào)整體結(jié)構(gòu)教學(xué)、明確講解疑問(wèn)代詞“什么”的語(yǔ)義、引入語(yǔ)境對(duì)話等方式教學(xué)以及多媒體其他輔助手段教學(xué)。
[Abstract]:In the teaching of Chinese as a foreign language, the teaching of interrogative pronouns has always been an important and difficult point. Many scholars have explored the different levels of interrogative pronouns, such as the classification of interrogative pronouns and the focus of interrogative pronouns. And question pronoun vertical history examination room and so on. And has obtained certain theory achievement. However, the interrogative pronoun "what" is still a difficult point for foreign students to study, how to make students master the interrogative and non-interrogative usage of interrogative pronouns in the least practical situation, how to use the interrogative pronoun accurately, and how to use it accurately. How to avoid or reduce the frequency of students' errors as far as possible is still a problem that needs to be solved in the field of Chinese linguists. Taking the interrogative pronoun "what" as an example, this paper discusses the phenomenon and causes of the bias of the interrogative pronoun "what". Then some concrete teaching suggestions are put forward. This chapter first introduces the theoretical basis for dividing interrogative pronouns "what" into two categories: interrogative usage and non-interrogative usages. The non-interrogative usages include: any finger, virtual reference, example, negation, counterquestion and question. Then, by selecting the corpus of errors, we summarize and conclude the errors of the interrogative pronoun "what" in the interrogative and non-interrogative usage. The main types of errors are: omission, error order, false addition and false generation. In the analysis of errors, it is found that there are often omissions and errors in the order of the students. The missing errors mostly refer to the omission of the relative words or adverbs and the second omission of the "what" in the "what" compact sentence; The wrong order mainly refers to the errors in word order when the interrogative pronoun "what" is used with two or more sentence structures. For example: the interrogative pronoun "what" and the affirmative sentence, the error in the common use of the existential sentence, and some special sentence patterns. Just. " Error in simultaneous use. Through the analysis of these errors, this paper summarizes the three causes of errors: the errors caused by complex sentences, the errors caused by multiple semantics and the errors caused by the negative transfer of teaching. Finally, in view of the phenomenon and reason of error, this paper puts forward four teaching strategies about the interrogative pronoun "what". They are: emphasizing the teaching of the whole structure and explaining the meaning of the interrogative pronoun "what" clearly. The introduction of contextual dialogue and other means of teaching multimedia and other auxiliary means of teaching.
【學(xué)位授予單位】：遼寧大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 施家煒;;韓國(guó)留學(xué)生漢語(yǔ)句式習(xí)得的個(gè)案研究[J];世界漢語(yǔ)教學(xué);2002年04期

本文編號(hào)：2006304