【摘要】：漢語(yǔ)中的“就”不僅詞性復(fù)雜，而且每個(gè)詞性下各義項(xiàng)分類也眾多，其中最為廣泛使用且較復(fù)雜的為表時(shí)間的副詞“就”。在對(duì)外漢語(yǔ)教學(xué)中，時(shí)間副詞“就”是較早接觸到的，但是學(xué)生在使用時(shí)卻普遍存在著問題。對(duì)于“就”的本體研究成果很多，但是結(jié)合對(duì)外漢語(yǔ)教學(xué)的成果還不是很多，尤其是由時(shí)間副詞“就”構(gòu)成的相關(guān)句式及教學(xué)研究，對(duì)時(shí)間副詞“就”偏誤分析不是很詳盡，能夠應(yīng)用到對(duì)外漢語(yǔ)教學(xué)課堂中的成果還不是很多。 基于以上原因，為了能讓學(xué)生更好的掌握時(shí)間副詞“就”的用法，本文通過描述時(shí)間副詞“就”及其構(gòu)成句式的句法、語(yǔ)義、語(yǔ)用等，基于北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)的偏誤語(yǔ)料，總結(jié)偏誤類型，深入分析偏誤原因，提出相應(yīng)的教學(xué)原則及以“一…就…”為例的教學(xué)設(shè)計(jì)。希望對(duì)對(duì)外漢語(yǔ)時(shí)間副詞“就”的教學(xué)有所幫助和啟發(fā)。 全文共分為四章： 第一章引言部分。介紹了選題意義和選題目的，總結(jié)了前人對(duì)時(shí)間副詞“就”的研究成果。主要包括兩大部分：一是時(shí)間副詞“就”的本體研究；二是時(shí)間副詞“就”的偏誤及教學(xué)研究。此外還介紹了本文研究的內(nèi)容、理論基礎(chǔ)等。 第二章對(duì)時(shí)間副詞“就”及其構(gòu)成的句式進(jìn)行句法、語(yǔ)義、語(yǔ)用的多角度分析。 第三章根據(jù)北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)的語(yǔ)料，統(tǒng)計(jì)出了時(shí)間副詞“就”的偏誤，，歸納了偏誤類型，并且總結(jié)了這些偏誤產(chǎn)生的原因。 第四章針對(duì)偏誤產(chǎn)生的原因，提出了時(shí)間副詞“就”相應(yīng)的教學(xué)原則。并以常用的“一…就…”為例進(jìn)行教學(xué)設(shè)計(jì)。
[Abstract]:In Chinese, the word "Jue" is not only complicated in part of speech, but also has a large number of meaning categories under each part of speech, among which the most widely used and more complex adverb is the adverb "just". In the teaching of Chinese as a foreign language, the time adverb "just" came into contact earlier, but students generally had problems in using it. There are a lot of Noumenon researches on "Zu", but not many results combined with the teaching of Chinese as a Foreign language, especially the related sentence structure and teaching research composed of the temporal adverb "on", and the analysis of the "error" of the time adverb is not very detailed. There are not many achievements that can be applied to the teaching of Chinese as a foreign language (TCFL). For the above reasons, in order to make students better master the usage of time adverb, this paper describes the syntactic, semantic, pragmatic and so on of the adverb of time and its composition, such as syntax, semantics, pragmatics and so on. Based on the error data of HSK dynamic composition corpus of Beijing language and language University, this paper summarizes the types of errors, analyzes the causes of errors in depth, and puts forward the corresponding teaching principles and methods. Just. " Teaching design for example. Hope to help and enlighten the teaching of time adverb "you" in TCFL. The full text is divided into four chapters: the first chapter is the introduction. This paper introduces the significance and purpose of selecting the topic, and summarizes the research results of the time adverb "Huo". It includes two parts: one is the Noumenon study of time adverb, the other is the error of time adverb and teaching research. In addition, this paper also introduces the content of the study, theoretical basis and so on. In chapter two, the syntactic, semantic and pragmatic aspects of the temporal adverb "Zou" and its structure are analyzed. In chapter 3, according to the data of HSK dynamic composition corpus of Beijing language and language University, the errors of time adverb "just" are analyzed, the types of errors are summarized, and the causes of these errors are summarized. Chapter four puts forward the teaching principle of time adverb. And with the usual "one." Just. " For example, the teaching design.
【學(xué)位授予單位】：沈陽(yáng)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)】：H146.2

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