本文選題：否定詞“不”和“沒（有）” + 偏誤分析��； 參考：《西安外國語大學(xué)》2013年碩士論文

【摘要】：在第二語言習(xí)得的過程中，漢語學(xué)習(xí)者一定會出現(xiàn)各種各樣的偏誤。在學(xué)習(xí)簡單的語法規(guī)則時，出現(xiàn)偏誤的次數(shù)相對比較少，時間也會比較短。然而在學(xué)習(xí)復(fù)雜的語法規(guī)則時，偏誤出現(xiàn)的次數(shù)則相對較多，時間相對較長。由漢語否定詞“不”和“沒（有）”構(gòu)成的否定結(jié)構(gòu)就屬于較復(fù)雜的語法規(guī)則，是教學(xué)中的重點、難點。漢語學(xué)習(xí)者要想在短時期內(nèi)一步登天，完全掌握否定詞的語法規(guī)律幾乎是不可能的。但是，如果對外漢語教師能夠?qū)λ麄內(nèi)菀壮霈F(xiàn)偏誤的地方有所了解，對他們出現(xiàn)偏誤的原因心中有數(shù)，那么，完全有可能幫助學(xué)習(xí)者多快好省地掌握漢語否定詞“不”和“沒（有）”的語法規(guī)則，減少學(xué)習(xí)時間，提高學(xué)習(xí)效率，將它們自如、得體地運用于日常生活和交際中。 本文在借助前人研究的成果之上，先從漢語本體出發(fā)，從句法、語義、語用三個層面對“不”和“沒（有）”間的區(qū)別進(jìn)行了簡單的分析和闡釋，然后基于對HSK動態(tài)作文語料庫的考察，，對漢語學(xué)習(xí)者在使用“不”或“沒（有）”構(gòu)成的否定句時所出現(xiàn)的偏誤進(jìn)行了歸納，總結(jié)出了三種常見的偏誤類型。在這三種大的類型下又進(jìn)行了小的劃分，并舉例說明。接著從內(nèi)部和外部兩個角度對學(xué)習(xí)者出現(xiàn)偏誤的原因進(jìn)行了分析。最后結(jié)合出現(xiàn)偏誤的原因、對三種國內(nèi)常用的對外漢語教材中“不”和“沒（有）”語法項目編排順序的考察以及前人對習(xí)得順序的研究，對對外漢語教師的教學(xué)和對外漢語教材的編寫，提出了一些教學(xué)建議，以期能更好地幫助學(xué)習(xí)者習(xí)得這一重點、難點。
[Abstract]:In the process of second language acquisition, Chinese learners must make a variety of errors. In learning simple grammar rules, the number of errors is relatively small, and the time will be shorter. However, when learning complex grammar rules, errors appear more times and take longer time. The negative structure composed of Chinese negative words "no" and "no (you)" belongs to the more complicated grammatical rules and is the key and difficult point in teaching. It is almost impossible for Chinese learners to master the grammatical rules of negative words in a short period of time. However, if teachers of Chinese as a foreign language can understand where they are prone to errors and know the reasons for their errors, then, It is possible to help learners grasp the grammatical rules of negative words "no" and "no (have)", reduce their learning time, improve their learning efficiency, and apply them freely and appropriately to their daily life and communication. Based on the results of previous studies, this paper analyzes and interprets the differences between "no" and "no (you)" from the three aspects of syntax, semantics and pragmatics, starting from the Chinese ontology. Then, based on the investigation of HSK dynamic composition corpus, this paper sums up the errors that occur when Chinese learners use the negative sentences of "no" or "no (you)", and sums up three common types of errors. In these three types of small division, and an example. Then it analyzes the causes of errors from internal and external perspectives. Finally, combined with the causes of errors, the author investigates the order of "no" and "no (you)" grammatical items in the three kinds of Chinese teaching materials as well as the previous researches on the acquisition order. This paper puts forward some teaching suggestions on the teaching of Chinese as a foreign language (TCFL) and the compilation of teaching materials for TCFL, in order to help learners acquire this important and difficult point better.
【學(xué)位授予單位】：西安外國語大學(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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本文編號：2073305