本文選題：又A又B + 偏誤�。� 參考：《上海外國語大學》2017年碩士論文

【摘要】：“又A又B”格式是日常交際中的一個使用高頻的結(jié)構,但是留學生在學習過程中會出現(xiàn)各種各樣的問題。為了使留學生能夠更快更好的掌握“又A又B”這一結(jié)構,同時提高對外漢語教學的效率,筆者從對外漢語教學的角度考察了外國留學生學習“又A又B”這一結(jié)構時出現(xiàn)的偏誤,運用定性和定量的方法和偏誤分析法,對收集到的“HSK動態(tài)作文語料庫”語料從語法、語義、句法功能方面進行分類整理和分析,研究這些偏誤的分布和特點。根據(jù)語料庫的分析結(jié)果設計測試卷,對馬爾代夫國立大學的學生進行實地測試,收集學生的測試語料并對其進行分析。通過對語料庫語料和測試語料的分析,得出有關“又A又B”結(jié)構共性的主要偏誤有:1.“又”的位置,這是由于“又A又B”結(jié)構變形為“主語+主語1+又+A+主語2+又+B”,對學生來說主語過多,學生在學習時將“又”的位置和“主語+又+A+又+B”中“又”的位置產(chǎn)生混淆。2. A、B兩項為形容詞時前出現(xiàn)程度副詞,是由于“很”的程度副詞虛化,產(chǎn)生的“很+形容詞”的泛化。3. “又A又B”結(jié)構在句子中做補語,補語本來就是學生學習漢語的重難點之一,“又A又B”在句中做補語對于學生來說難度就變得更大了。4.“又A又B”格式和其他固定結(jié)構的混淆,相近的結(jié)構形式加上這些結(jié)構之間存在一些共性,這是和其他結(jié)構產(chǎn)生混淆的主要原因。在測試卷獨有的偏誤:1.當A、B兩項為動詞時態(tài)偏誤,學生并沒有意識到“又V1又V2”格式本身是隱含有時間的,不需要再用時態(tài)進行表示。2. A、B之間的位序,這是由于學生并沒有發(fā)現(xiàn)A、B來源于一個合成詞或固定的結(jié)構,或者兩項之間在邏輯上具有順承的關系,A、B之間是有一個位置上的順序。通過這些偏誤的形式以及原因,探究這些偏誤的解決方法,提出相應的教學策略。
[Abstract]:The "A and B" format is a high-frequency structure used in daily communication, but there are various problems in the learning process of foreign students. In order to enable foreign students to master the "A and B" structure faster and better, and to improve the efficiency of teaching Chinese as a foreign language, From the perspective of teaching Chinese as a foreign language, the author examines the errors in learning "A and B" structure for foreign students, and applies qualitative and quantitative methods and error analysis methods to analyze the grammar of the collected "HSK dynamic composition Corpus". The semantic and syntactic functions are classified and analyzed to study the distribution and characteristics of these errors. According to the analysis result of corpus, the paper designs the test volume, carries on the field test to the students of the Maldives National University, collects the students' test corpus and analyzes it. Through the analysis of corpus data and test corpus, it is concluded that the main error about the structure commonness of "A and B" is: 1. The position of "also" is due to the "subject 1, A subject 2 and B" structure being transformed into "subject 1 and A subject 2 and B", which is too much for students. Students confuse the position of "re" with that of "subject" in "A and B" while studying. The degree adverb appearing before the adjective is the generalization of "very adjective" because of the vacuity of the "very" degree adverb. "A and B" structure in the sentence as a complement, complement is originally one of the most important difficulties for students to learn Chinese, "A and B" in the sentence of complement for students to become more difficult. The confusion between "A and B" format and other fixed structures, the similar structural forms and some commonalities between these structures are the main causes of confusion with other structures. In the test volume unique error: 1. When the verb tenses are obverse, the students do not realize that the format of "again V1 and V2" is implicit in time, and there is no need to use tenses to denote .2. This is due to the fact that the students do not find that AZB originates from a compound word or a fixed structure, or that there is a logical relationship between the two terms. Through the form and reason of these errors, this paper probes into the solutions of these errors and puts forward the corresponding teaching strategies.
【學位授予單位】：上海外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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本文編號：1939578