【摘要】：“致使”是一個(gè)及其重要的語(yǔ)義概念,在人類(lèi)語(yǔ)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(yǔ)教學(xué)的重點(diǎn),前人也大多只進(jìn)行本體研究,較少考察學(xué)生的二語(yǔ)習(xí)得情況。但通過(guò)對(duì)語(yǔ)料庫(kù)的統(tǒng)計(jì)發(fā)現(xiàn),中級(jí)水平留學(xué)生習(xí)得“使”字句的偏誤率較高,所以有必要對(duì)留學(xué)生習(xí)得“使”字句的情況進(jìn)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(duì)“使”字句的語(yǔ)義、句法和語(yǔ)用進(jìn)行簡(jiǎn)要概括,以正確認(rèn)識(shí)“使”字句并據(jù)此編制實(shí)驗(yàn)所需材料;其次,對(duì)學(xué)習(xí)者在實(shí)驗(yàn)和HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中產(chǎn)出的“使”字句進(jìn)行偏誤分析,概括出句式和構(gòu)成成分偏誤兩種偏誤類(lèi)型,總結(jié)出語(yǔ)際偏誤、目的語(yǔ)規(guī)則泛化和教學(xué)、教材錯(cuò)誤引導(dǎo)三種偏誤原因;最后,運(yùn)用顯性接受式教學(xué)和顯性發(fā)現(xiàn)式教學(xué)分別對(duì)兩組被試進(jìn)行教學(xué)實(shí)驗(yàn),實(shí)驗(yàn)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(shì),并根據(jù)實(shí)驗(yàn)結(jié)果提出三點(diǎn)針對(duì)“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(yǔ)外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

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

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本文編號(hào)：2458822