發(fā)布時間：2018-07-25 08:45

【摘要】：“還是”是典型的多義虛詞,包括了表“選擇義”和“周遍選擇義”的連詞和表“延續(xù)義”、“主觀擇定義”、“客觀擇定義”和“反預(yù)期義”的副詞。但學(xué)生經(jīng)常使用“選擇義”和“主觀擇定義”,相對忽略其他義項。本文試圖比較留學(xué)生和漢語母語者“還是”習(xí)得的異同,并從教材角度分析造成留學(xué)生只集中使用上述兩個義項的原因。本文首先界定了“還是”的六個義項并認為從科學(xué)性角度來說這六個義項應(yīng)全部在教學(xué)中涉及;其次,通過語料庫得出中高級留學(xué)生“還是”的習(xí)得順序是:延續(xù)義主觀擇定義反預(yù)期義選擇義周遍選擇義客觀擇定義,再統(tǒng)計得出漢語母語者的“還是”各義項的使用頻率順序為:周遍選擇義延續(xù)義選擇義反預(yù)期義客觀擇定義主觀擇定義,可以發(fā)現(xiàn)留學(xué)生的習(xí)得和漢語母語者的使用存在一定差異;然后對中高級留學(xué)生使用“還是”的偏誤進行分析,從類型偏誤和義項偏誤兩個方面細致地歸納了“還是”的偏誤類型;再次以留學(xué)生的習(xí)得和偏誤為基礎(chǔ),從教材角度考察留學(xué)生的習(xí)得和漢語母語者的使用存在異同的原因。本文從義項的選擇、編寫、注釋、總結(jié)和練習(xí)五個方面分析了《漢語教程》和《博雅漢語》兩套教材在“還是”的編寫上的特點,發(fā)現(xiàn)兩套教材對還是的編寫都集中在“選擇義”、“主觀擇定義”和“反預(yù)期義”上,其他義項涉及不多,所以在一定程度上導(dǎo)致學(xué)生也集中使用這幾個義項而忽略其他義項;最后基于教材考察給“還是”的編寫提出一些建議。
[Abstract]:"still" is a typical polysemous function word, including the conjunctions of "choice meaning" and "Zhou times selection meaning" and the adverbs of "subjective choice definition", "objective choice definition" and "anti-expectation meaning". However, students often use "choice meaning" and "subjective choice definition", while ignoring other meanings. This paper attempts to compare the similarities and differences between the acquisition of "OR" and that of Chinese native speakers, and to analyze the reasons why the students use only the above two meanings from the perspective of teaching materials. This paper first defines the six meanings of "OR" and thinks that they should all be involved in teaching from a scientific point of view; secondly, According to the corpus, the acquisition order of "OR" for middle and advanced students is to continue the definition of subjective choice of meaning and to choose the meaning of objective choice of meaning. The order of the frequency of use of the meaning of "OR" in Chinese native language is as follows: repeated selection of meaning extension, choice of meaning, objective choice of meaning, subjective choice, It can be found that there are some differences between the acquisition of foreign students and the use of Chinese native speakers. This paper sums up the error types of "he" from the two aspects of type error and meaning error, and then, based on the acquisition and error of foreign students, the author examines the reasons for the similarities and differences between the acquisition of foreign students and the use of Chinese native speakers from the perspective of teaching materials. In this paper, the author analyzes the characteristics of the compilation of "he" from the five aspects of meaning selection, compilation, annotation, summary and practice of the two sets of textbooks, "Chinese course" and "Boya Chinese". It is found that the compilation of the two sets of textbooks is focused on "choice meaning", "subjective choice definition" and "anti-anticipatory meaning", and other meanings are not involved much, so to a certain extent, the students also concentrate on the use of these meanings and ignore other meanings; Finally, based on the investigation of teaching materials, some suggestions are put forward for the compilation of "he".
【學(xué)位授予單位】：南京師范大學(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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本文編號：2143269