本文選題：語料庫 + 副詞�。� 參考：《渤海大學(xué)》2017年碩士論文

【摘要】：在偏誤分析理論和中介語理論的基礎(chǔ)上,選擇北京語言大學(xué)HSK動態(tài)作文語料庫中留學(xué)生使用副詞“都”的偏誤語料,從錯用、遺漏和誤加三個角度對HSK動態(tài)作文語料庫中的365例含有副詞“都”的偏誤語料進(jìn)行了分析,發(fā)現(xiàn):留學(xué)生在使用副詞“都”的時(shí)候,“錯用”和“遺漏”的偏誤情況發(fā)生比較多,而且大部分都是由于對副詞“都”的“總括”含義掌握不全面造成的;副詞“都”的誤加類偏誤主要集中在中、高級學(xué)習(xí)階段。根據(jù)語料庫中留學(xué)生發(fā)生的偏誤情況進(jìn)行了原因分析,分別從學(xué)生自身角度和教師教學(xué)角度找原因,發(fā)現(xiàn):就學(xué)生自身來講,副詞“都”的偏誤大多是由于母語負(fù)遷移、留學(xué)生所學(xué)目的語知識的干擾以及未掌握副詞“都”與其他相近副詞的區(qū)別造成的;就教師角度來說,教師專業(yè)水平不夠、講解內(nèi)容過于形式化以及對副詞“都”不同偏誤類型的針對性訓(xùn)練不夠,都是導(dǎo)致留學(xué)生使用副詞“都”產(chǎn)生偏誤的原因。根據(jù)找出的原因,提出了三條具體的教學(xué)建議:加強(qiáng)教師自身專業(yè)能力的培養(yǎng);在課堂導(dǎo)入和練習(xí)中設(shè)定情景幫助留學(xué)生習(xí)得副詞“都”;教師應(yīng)針對留學(xué)生使用副詞“都”的不同偏誤類型設(shè)計(jì)練習(xí)題。例如,教師可以根據(jù)教學(xué)經(jīng)驗(yàn)為避免留學(xué)生出現(xiàn)偏誤設(shè)計(jì)一些排序、填空、選擇等針對性練習(xí)題,以減少留學(xué)生在使用副詞“都”時(shí)出現(xiàn)的偏誤。
[Abstract]:On the basis of error analysis theory and interlanguage theory, this paper selects the error data of the adverb "du" from the HSK dynamic composition corpus of Beijing language and language University. This paper analyzes 365 cases of HSK dynamic composition corpus which contains the adverb "du" from the three angles of omission and error addition. It is found that the foreign students are using the adverb "du". There are more errors in "wrong use" and "omission", and most of them are caused by incomplete understanding of the "all-inclusive" meaning of adverb "du", and the errors of "du" are mainly concentrated in the middle and advanced learning stages. Based on the analysis of the causes of the errors of foreign students in the corpus, the author finds out that the errors of the adverb "du" are mostly due to the negative transfer of mother tongue from the point of view of students themselves and from the perspective of teachers' teaching. The interference of the target language knowledge learned by the foreign students and the difference between the adverb "du" and other similar adverbs are caused by the fact that, from the teacher's point of view, the teacher's professional level is not enough. The explanation content is too formalized and the pertinence training of adverb "both" different error types is not enough, which is the reason why the foreign students use adverb "Dudu". According to the reasons, this paper puts forward three specific teaching suggestions: strengthening the cultivation of teachers' own professional ability, setting up situation to help foreign students acquire adverb "du" in the classroom introduction and practice; Teachers should design exercises for students who use adverb "du". For example, according to the teaching experience, the teacher can design some sort, fill in the blanks and select some specific exercises in order to avoid the errors of the foreign students, so as to reduce the errors in using the adverb "du".
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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