【摘要】：由于語氣副詞用法多樣、功能復(fù)雜、使用范圍廣、出現(xiàn)率高,即使其絕對數(shù)量并不是很多,但它仍然是漢語中較為復(fù)雜的一個詞類。而且語氣副詞表達說話人的情感態(tài)度,有些詞語在語義、用法上較相近,使得留學生在使用這一類詞時,經(jīng)常出現(xiàn)偏誤。因此,留學生習得語氣副詞一直是難點。本研究在前人研究成果的基礎(chǔ)上,根據(jù)留學生使用該類詞的情況,選取了語氣副詞中的“畢竟”類詞語(包括“畢竟”、“到底”、“究竟”三個詞語)作為研究對象。對現(xiàn)代漢語語料庫中的語料和HSK動態(tài)作文語料庫中的語料進行統(tǒng)計分析,發(fā)現(xiàn)留學生在使用這三個詞時的頻次均要高于母語者的使用頻次,即存在使用過多的現(xiàn)象；本文從偏誤理論和中介語理論出發(fā),分析了“畢竟”、“到底”、“究竟”三詞的偏誤用例情況；又依據(jù)“錯序、遺漏、誤代、誤加”四類偏誤類型對三詞的偏誤用例進行統(tǒng)計分析,發(fā)現(xiàn)“畢竟”、“到底”、“究竟”的偏誤有以下幾種特征：第一,在四種偏誤類型中,誤代偏誤在三個詞中的偏誤率相對較高,其次是錯序偏誤；第二,“到底”的主要偏誤是錯序偏誤和誤代偏誤,“畢竟”和“究竟”的主要偏誤是誤代偏誤和遺漏偏誤。并對“畢竟”、“到底”、“究竟”的每類偏誤進行了詳細分析。筆者從母語負遷移、目的語負遷移、教材、教學這幾方面展開,分析了偏誤產(chǎn)生的原因。最后根據(jù)相關(guān)原因,從對外漢語教師角度提出了一些有關(guān)教科書編寫以及課堂教學的建議,希望能對對外漢語教學提供一定的幫助。
[Abstract]:Because modal adverbs have various usage, complex functions, wide range of use, and high occurrence rate, even though the absolute number of modal adverbs is not many, it is still a more complicated part of speech in Chinese. Moreover, mood adverbs express the emotional attitude of the speaker, some words are similar in meaning and usage, which makes the foreign students often make errors when using this kind of words. Therefore, it is always difficult for foreign students to acquire mood adverbs. On the basis of previous research results and according to the situation of foreign students using this kind of words, this paper selects "after all" words in mood adverbs (including "after", "what is the end" and "what is") as the research object. Through the statistical analysis of the data in the modern Chinese corpus and the HSK dynamic composition corpus, it is found that the frequency of using these three words is higher than that of the native speakers, that is, there is a phenomenon of excessive use. From the perspective of error theory and interlanguage theory, this paper analyzes the use cases of "after all", "after all" and "what is wrong". Based on the statistical analysis of the three word error cases according to the four types of errors, such as "wrong order, omission, wrong generation and wrong addition", it is found that the errors of "after all", "after all" and "exactly" have the following characteristics: first, among the four types of errors, The error-rate of the three words is relatively high, followed by the error-order error. Second, the main errors of "after all" are wrong order errors and false generation errors. After all, the main errors of "after all" and "after all" are errors and omissions. And the "after all", "after all" each kind of errors are analyzed in detail. The author analyzes the causes of errors from the aspects of negative transfer of mother tongue, negative transfer of target language, teaching materials and teaching. Finally, according to the relevant reasons, this paper puts forward some suggestions on textbook compilation and classroom teaching from the perspective of TCFL teachers, hoping to provide some help to TCFL.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：H195

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