本文選題：以英語(yǔ)為母語(yǔ)的留學(xué)生 + 時(shí)間詞��； 參考：《遼寧師范大學(xué)》2013年碩士論文

【摘要】：長(zhǎng)久以來(lái)，時(shí)間詞在對(duì)外漢語(yǔ)教學(xué)中都沒(méi)有被當(dāng)做一個(gè)重點(diǎn)語(yǔ)法項(xiàng)目來(lái)考察研究。但是我們知道，任何語(yǔ)言都離不開(kāi)時(shí)間的表達(dá)。漢語(yǔ)中關(guān)于時(shí)間的表達(dá)方式多種多樣。本文僅從時(shí)間詞的角度來(lái)考察以英語(yǔ)為母語(yǔ)的留學(xué)生的使用情況。并分析了其產(chǎn)生偏誤的原因，嘗試提出一些教學(xué)建議。 本文的研究從選題緣由和目的出發(fā)，考察總結(jié)了時(shí)間詞本體研究和對(duì)外漢教學(xué)中時(shí)間詞的研究狀況，并對(duì)本文的研究范圍、研究對(duì)象、研究方法和步驟做了說(shuō)明。本文共分為四個(gè)大部分。第一部分是緒論部分，分別介紹了選題的緣由、本文研究的范圍和研究的理論基礎(chǔ)。第二部分是綜述部分，分別從本體研究和對(duì)外漢語(yǔ)教學(xué)研究的角度考察了前人的研究狀況。第三部分本文以中介語(yǔ)理論、偏誤分析理論為指導(dǎo)，通過(guò)問(wèn)卷調(diào)查的形式和平時(shí)教學(xué)工作積累的語(yǔ)料資源收集、提取留學(xué)生偏誤用例337例，從語(yǔ)法角度分析了：誤添的偏誤用例共67例，占總偏誤率的19.9%；遺漏的偏誤用例共74例，，占總偏誤率的22%；插入不當(dāng)?shù)钠`用例共72例，占總偏誤率的21.4%；錯(cuò)序的偏誤用例共34例，占總偏誤率的10.1%；時(shí)間詞使用位置不當(dāng)?shù)钠`用例共42例，占總偏誤率的12.5%；混用的偏誤用例共30例，占總偏誤率的9%；與其他表時(shí)成分不一致的偏誤用例共18例，占總偏誤率的5.1%。其中誤添、遺漏、插入不當(dāng)?shù)葞最?lèi)偏誤是留學(xué)生容易產(chǎn)生偏誤的類(lèi)型。第四部分通過(guò)對(duì)偏誤類(lèi)型的歸類(lèi)和分析，找出了產(chǎn)生偏誤的原因，并據(jù)此提出了一些教學(xué)對(duì)策，希望可以對(duì)以英語(yǔ)為母語(yǔ)的留學(xué)生時(shí)間詞的教學(xué)提供一點(diǎn)幫助。
[Abstract]:For a long time, time words have not been considered as a key grammatical item in the teaching of Chinese as a foreign language. But we know that any language can not be separated from the expression of time. The expression of time in Chinese is varied. This article only examines the use of English as a native language from the point of view of time words. It also analyzes the causes of its errors and tries to put forward some teaching suggestions.
In this paper, from the origin and purpose of the topic, this paper summarizes the research of time word and the study of time words in foreign Chinese teaching, and explains the scope, object, methods and steps of this article. This paper is divided into four parts. The first part is the introduction, which introduces the reasons for the topic, this article is the main part of this paper. The second part is the summary of the research. The research status of the predecessors is examined from the point of view of the research of ontology and teaching Chinese as a foreign language. The third part is based on the theory of interlanguage, the theory of error analysis, and the collection of corpus resources in the form of peaceful teaching in the form of questionnaire. 337 cases of error use cases of foreign students were extracted. From the grammatical point of view, there were 67 cases of misuse misuse, accounting for 19.9% of the total error rate; 74 cases missed the misuse cases, accounting for 22% of the total error rate; 72 cases were misused in improper insertion, accounting for 21.4% of the total error rate; 34 cases misused in the wrong order, accounting for 10.1% of the total error rate; time words were 10.1%; time words were term words. 42 cases of misuse misuse cases, accounting for 12.5% of the total error rate, 30 cases of misuse misuse, accounting for 9% of the total error rate, 18 cases of misuse with other table time components, which account for the errors of 5.1%., omission and improper insertion. The fourth part of the error is the fourth part of the error. Through the classification and analysis of the types of errors, the reasons for the errors are found out, and some teaching countermeasures are put forward so as to provide some help to the teaching of the time words for foreign students in English as their native language.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195

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