本文關(guān)鍵詞：基于HSK動態(tài)作文語料庫的漢語量詞重疊研究及偏誤考察　出處：《河北師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 量詞重疊 偏誤分析 對外漢語教學(xué)

【摘要】：量詞是富有漢語特色的一種詞類,具有鮮明的類型學(xué)特征,體現(xiàn)了漢語語法的重要特點(diǎn)。量詞一直是對外漢語教學(xué)的重點(diǎn)和難點(diǎn)。“重疊”作為量詞的重要語法特征,具有獨(dú)特的語法功能和認(rèn)知語用價值,在對外漢語教學(xué)中應(yīng)引起充分的重視。學(xué)界對量詞的研究一直比較關(guān)注,但重疊方面的考察則比較薄弱,尤其是面向?qū)ν鉂h語教學(xué)方面的成果十分鮮見�；谶@種情況,我們擬對留學(xué)生漢語量詞重疊的使用情況進(jìn)行全面的調(diào)查,運(yùn)用中介語理論和偏誤理論,試圖對存在的偏誤及有關(guān)問題進(jìn)行分析,并根據(jù)實(shí)際情況提出具體的對策。除了緒論之外,論文包括三個主體部分:第一部分:與本選題密切關(guān)聯(lián)的漢語量詞重疊研究。該部分在既有研究成果基礎(chǔ)上,對量詞的基本分類,重疊的范圍、形式、語法功能和意義進(jìn)行考察,并提出了自己的思考,以此作為下文研究的基礎(chǔ)。在量詞分類上,本文采取的是三分法,即名量、動量、形量為第一層,然后逐層進(jìn)行下位分類。在量詞重疊的條件上,既有的觀點(diǎn)認(rèn)為重疊要受到音節(jié)數(shù)目和量詞色彩義的限制,并且認(rèn)為度量衡量詞的重疊接受度較差。在此基礎(chǔ)上,我們發(fā)現(xiàn),具有描述義的量詞和不可類推的量詞是難以重疊的。所謂量詞的描述性,指除了對中心語進(jìn)行量化外,還對其性質(zhì)、狀態(tài)進(jìn)行描寫,使之顯得具體可感和生動形象;類推性則指普遍可及性,其表現(xiàn)之一就是允許該量詞前面更多的或無限的數(shù)詞進(jìn)入。在量詞重疊的形式類型上,本著“以簡馭繁,繁簡適中,凸顯差異”原則,將量詞重疊的基本類型確定為四類:“AA式”,“一AA式”,“一A一A式”和“一A又一A式”。在語法功能上,重疊后可充當(dāng)句子的主語、謂語、定語、狀語,少數(shù)還能充當(dāng)補(bǔ)語和賓語。個體的量詞是黏著的,重疊之后其黏著性降低,自由度提高,但也存在相反的情況,重疊后語法功能受到一定程度的限制,與數(shù)詞組合的能力減弱。在語法意義上,重疊式具有三類語法意義,即“每一”義、連續(xù)義(逐一)和表多量。量詞重疊后,功能和語義均呈現(xiàn)出增量,但同時也有個別的減量(如“一點(diǎn)”、“一點(diǎn)點(diǎn)”);在表量程度的差異上,“一A又一A式”“一A一A式”“一AA式”“AA式”。第二部分:漢語量詞重疊偏誤研究,主要?dú)w納提取了偏誤類型,引發(fā)偏誤的動因,并對典型重疊式“個個”進(jìn)行了重點(diǎn)考察。通過對HSK動態(tài)語料庫的調(diào)查,發(fā)現(xiàn)“AA式”使用最多,依次為“一AA式”、“一A一A式”和“一A又一A式”�！癆A式”作為原型重疊,是習(xí)得的重點(diǎn),使用最多;“一A又一A式”這種構(gòu)式組成復(fù)雜,習(xí)得難度較大,因此出現(xiàn)最少。在HSK動態(tài)作文語料庫中,共檢出偏誤用例174多條,歸納出了五種較為典型的偏誤,包括:濫用、冗余、誤選、缺失、錯序�！盀E用”包括兩種情況,一種是應(yīng)使用其他形式表達(dá),卻使用了量詞重疊;另一種正好相反,棄用重疊而使用其他不合格的形式�！罢`選”包括重疊格式的誤選和重疊詞語的誤選�！叭哂唷倍囿w現(xiàn)為與其他成分的表達(dá)重復(fù)或同類相斥�！叭笔А币皇橇吭~重疊式缺失,一是受量詞重疊修飾的中心語缺失。量詞重疊式可以參與多項(xiàng)定語、狀語的構(gòu)造,存在錯序問題。比較而言,“濫用”和“誤選”所占比例大,主要原因是在學(xué)習(xí)者的意念里,存在一個同類語法意義的干擾項(xiàng)。對學(xué)生來說,量詞重疊式同其他近義語法形式區(qū)別使用難度較大,具體選擇與語境、句子結(jié)構(gòu)、句中其他成分都有關(guān)系。在偏誤動因方面,從負(fù)遷移、教材、漢語量詞重疊及多項(xiàng)定語的復(fù)雜性等四個方面,探討了導(dǎo)致量詞重疊式使用偏誤的因素。第三部分:根據(jù)對留學(xué)生習(xí)得漢語量詞重疊偏誤的分析,提出相關(guān)的教學(xué)建議。論文針對所存在的問題,從大綱、教材、教師和教學(xué)方法四個方面,就教學(xué)策略進(jìn)行了進(jìn)一步的思考,并提出有關(guān)建議。在教學(xué)上要以教材為主,適當(dāng)介入日常生活情景用例;加強(qiáng)重復(fù)和練習(xí),將機(jī)械操作與情景認(rèn)知結(jié)合起來;要注重各種知識點(diǎn)之間的聯(lián)系,將知識系統(tǒng)化、網(wǎng)絡(luò)化。
[Abstract]:Quantifier is a lexical category rich Chinese characteristics, with distinct types of characteristics, reflects the important characteristics of Chinese grammar. The classifier has been the focus and difficulty of teaching Chinese as a foreign language. The "overlap" as an important grammatical features of quantifiers, with unique grammatical function and cognitive pragmatic value in teaching Chinese as a foreign language should be full attention. The research on classifier has been more attention, but the effects of overlap is relatively weak, especially in teaching Chinese as a foreign language achievement is very rare. Based on this, we intend to conduct a comprehensive investigation on the use of students of Chinese quantifiers overlap, based on the interlanguage theory and error theory try to have some errors, and the related problems are analyzed, and put forward specific measures according to the actual situation. In addition to the introduction, the thesis includes three main parts: the first part: and the Chinese quantifiers overlap of closely related topics. In this part, based on the existing research results, the basic classification of quantifiers, the extent of overlap, form of grammatical function and significance, and puts forward his own thinking, as a basis for the following research. In the classifier classification, this paper takes the three points that method, quantity, momentum, shape for the first layer, and layer by layer. In the lower classification of quantifiers overlap on the condition that the existing view overlap by syllable number and color meaning quantifier restrictions, and that the measure words overlap the acceptance of the poor. On this basis, we have found that description of Quantifiers and not analogy quantifiers are difficult to overlap. The so-called quantifier description, except to quantify the language center, also on the nature, status description, which is specific and vivid; analogy refers to Universal accessibility, it is one of the manifestations of the quantifier in front of more or allow unlimited access. In the numeral classifier reduplication form type, the spirit of "simplification, simplified moderate, highlighting the different principle, the basic types of quantifiers overlap is determined as four categories:" AA "," AA "," A A "and" A and A ". In the grammatical function, reduplication can act as the subject of the sentence, the predicate, attributive, adverbial, minority can also act as a complement and object. The individual quantifier is adhesion, reduce the overlap after adhesion, improve the degree of freedom, but also has the opposite the situation, to a certain extent by the grammatical function overlap, and weaken the ability. Numeral combination in grammatical meaning, grammatical meaning with three types of reduplication, namely" each "meaning, meaning (one by one) and continuous multi table. After the duplication of measure words and semantic function, showing the incremental, but at the same time 涔熸湁涓埆鐨勫噺閲，

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