本文選題：又A又B + 偏誤��； 參考：《上海外國(guó)語(yǔ)大學(xué)》2017年碩士論文

【摘要】：“又A又B”格式是日常交際中的一個(gè)使用高頻的結(jié)構(gòu),但是留學(xué)生在學(xué)習(xí)過(guò)程中會(huì)出現(xiàn)各種各樣的問(wèn)題。為了使留學(xué)生能夠更快更好的掌握“又A又B”這一結(jié)構(gòu),同時(shí)提高對(duì)外漢語(yǔ)教學(xué)的效率,筆者從對(duì)外漢語(yǔ)教學(xué)的角度考察了外國(guó)留學(xué)生學(xué)習(xí)“又A又B”這一結(jié)構(gòu)時(shí)出現(xiàn)的偏誤,運(yùn)用定性和定量的方法和偏誤分析法,對(duì)收集到的“HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)”語(yǔ)料從語(yǔ)法、語(yǔ)義、句法功能方面進(jìn)行分類(lèi)整理和分析,研究這些偏誤的分布和特點(diǎn)。根據(jù)語(yǔ)料庫(kù)的分析結(jié)果設(shè)計(jì)測(cè)試卷,對(duì)馬爾代夫國(guó)立大學(xué)的學(xué)生進(jìn)行實(shí)地測(cè)試,收集學(xué)生的測(cè)試語(yǔ)料并對(duì)其進(jìn)行分析。通過(guò)對(duì)語(yǔ)料庫(kù)語(yǔ)料和測(cè)試語(yǔ)料的分析,得出有關(guān)“又A又B”結(jié)構(gòu)共性的主要偏誤有:1.“又”的位置,這是由于“又A又B”結(jié)構(gòu)變形為“主語(yǔ)+主語(yǔ)1+又+A+主語(yǔ)2+又+B”,對(duì)學(xué)生來(lái)說(shuō)主語(yǔ)過(guò)多,學(xué)生在學(xué)習(xí)時(shí)將“又”的位置和“主語(yǔ)+又+A+又+B”中“又”的位置產(chǎn)生混淆。2. A、B兩項(xiàng)為形容詞時(shí)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(gòu)在句子中做補(bǔ)語(yǔ),補(bǔ)語(yǔ)本來(lái)就是學(xué)生學(xué)習(xí)漢語(yǔ)的重難點(diǎn)之一,“又A又B”在句中做補(bǔ)語(yǔ)對(duì)于學(xué)生來(lái)說(shuō)難度就變得更大了。4.“又A又B”格式和其他固定結(jié)構(gòu)的混淆,相近的結(jié)構(gòu)形式加上這些結(jié)構(gòu)之間存在一些共性,這是和其他結(jié)構(gòu)產(chǎn)生混淆的主要原因。在測(cè)試卷獨(dú)有的偏誤:1.當(dāng)A、B兩項(xiàng)為動(dòng)詞時(shí)態(tài)偏誤,學(xué)生并沒(méi)有意識(shí)到“又V1又V2”格式本身是隱含有時(shí)間的,不需要再用時(shí)態(tài)進(jìn)行表示。2. A、B之間的位序,這是由于學(xué)生并沒(méi)有發(fā)現(xiàn)A、B來(lái)源于一個(gè)合成詞或固定的結(jié)構(gòu),或者兩項(xiàng)之間在邏輯上具有順承的關(guān)系,A、B之間是有一個(gè)位置上的順序。通過(guò)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(yīng)的教學(xué)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(xué)位授予單位】：上海外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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