【摘要】：“致使”是一個及其重要的語義概念,在人類語言中普遍存在�！笆埂弊志涫侵率咕涞囊环N,但往往不作為二語教學(xué)的重點,前人也大多只進行本體研究,較少考察學(xué)生的二語習(xí)得情況。但通過對語料庫的統(tǒng)計發(fā)現(xiàn),中級水平留學(xué)生習(xí)得“使”字句的偏誤率較高,所以有必要對留學(xué)生習(xí)得“使”字句的情況進行考察,更有必要研究適合“使”字句的教學(xué)方法。本文首先對“使”字句的語義、句法和語用進行簡要概括,以正確認識“使”字句并據(jù)此編制實驗所需材料;其次,對學(xué)習(xí)者在實驗和HSK動態(tài)作文語料庫中產(chǎn)出的“使”字句進行偏誤分析,概括出句式和構(gòu)成成分偏誤兩種偏誤類型,總結(jié)出語際偏誤、目的語規(guī)則泛化和教學(xué)、教材錯誤引導(dǎo)三種偏誤原因;最后,運用顯性接受式教學(xué)和顯性發(fā)現(xiàn)式教學(xué)分別對兩組被試進行教學(xué)實驗,實驗結(jié)果表明顯性發(fā)現(xiàn)式教學(xué)效果更加明顯,顯性接受式教學(xué)在教學(xué)效果的保持上有一定優(yōu)勢,并根據(jù)實驗結(jié)果提出三點針對“使”字句的教學(xué)建議。
[Abstract]:Causation is an important semantic concept, which is common in human language. The "make" sentence is one of the causative sentences, but it is often not regarded as the focus of second language teaching. Most predecessors have only carried on the ontology research, and seldom investigated the students' second language acquisition. However, through the statistics of corpus, it is found that the error rate of "make" is higher in the acquisition of "make" by middle-level students, so it is necessary to investigate the situation of acquisition of "make" by international students, and more importantly, to study the teaching methods suitable for "make". Firstly, this paper briefly generalizes the semantics, syntax and pragmatics of the "make" sentence, so as to correctly understand the "make" sentence and compile the materials required for the experiment accordingly. Secondly, this paper analyzes the errors of the "make" sentences produced by learners in the experimental and HSK dynamic composition corpus, generalizes the two types of errors: sentence pattern and component bias, and summarizes the interlingual errors, the generalization of the target language rules and the teaching of the target language rules, and makes an analysis of the errors of the sentences produced by the learners in the experiment and in the HSK dynamic composition corpus. Three kinds of error reasons of teaching material error guidance; Finally, two groups of subjects are tested by explicit acceptance teaching and dominant discovery teaching. The experimental results show that the teaching effect of explicit discovery teaching is more obvious, and the dominant acceptance teaching has some advantages in maintaining the teaching effect. According to the experimental results, three suggestions are put forward for the teaching of "make" sentence.
【學(xué)位授予單位】：廣東外語外貿(mào)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

【參考文獻】

相關(guān)期刊論文 前1條

1 劉忠華;淺談現(xiàn)代漢語“使”字句的特點[J];延安教育學(xué)院學(xué)報;2002年04期

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本文編號：2458822