【摘要】：現(xiàn)代漢語副詞“真”作為一個常用詞,在母語為英語的漢語學習者中普遍使用,同時也出現(xiàn)了不少偏誤現(xiàn)象。本文通過實地調(diào)查,使用調(diào)查法和訪談法,結(jié)合對比分析理論、偏誤分析理論以及第二語言習得的相關(guān)理論,分析調(diào)查結(jié)果,總結(jié)偏誤原因,提出相關(guān)教學建議,以期望對將來關(guān)于副詞“真”的對外漢語教學提供一定的積極意義。本文共分為五章:第一章緒論:主要概述本文的研究目的及意義、研究現(xiàn)狀、研究內(nèi)容等。通過對副詞“真”的本體研究現(xiàn)狀和第二語言教學研究現(xiàn)狀進行綜述,得出目前關(guān)于副詞“真”的研究尚不充足的結(jié)論。尤其是在第二語言教學領(lǐng)域,關(guān)于副詞“真”的研究多為對比研究,且多缺乏具有針對性的教學建議。第二章母語為英語的漢語學習者習得副詞“真”的語言點介紹、問卷調(diào)查情況及分析:本章節(jié)歸納出了關(guān)于副詞“真”的十五個語法結(jié)構(gòu)和用法,根據(jù)這些結(jié)構(gòu)和用法設(shè)計了調(diào)查問卷,對國內(nèi)和國外的母語為英語的中高級漢語學習者進行相關(guān)調(diào)查,統(tǒng)計偏誤情況。第三章母語為英語的漢語學習者習得副詞“真”出現(xiàn)偏誤的原因:通過第二章的偏誤分析,本章節(jié)結(jié)合訪談法,對母語為英語的漢語學習者習得副詞“真”出現(xiàn)偏誤的原因做出相關(guān)解釋,其偏誤原因主要是母語負遷移、目的語負遷移、受周圍環(huán)境影響和學習者自身因素的影響等。第四章母語為英語的漢語學習者習得副詞“真”的教學建議:本章節(jié)主要從偏誤原因出發(fā),提出對于副詞“真”更有針對性的教學建議,主要包括加強對比教學、創(chuàng)設(shè)具體化的語言環(huán)境、加強正確的引導等,并首次提出關(guān)于副詞“真”的具體的認知策略與元認知策略相結(jié)合的學習方法。第五章結(jié)語:總結(jié)全文研究工作,指出本文的缺點和不足,并懇請老師批評指正,以期為將來的研究工作貢獻力量。
[Abstract]:As a common word, the adverb "Zhen" in modern Chinese is widely used in Chinese learners whose mother tongue is English, and there are also many errors. Through field investigation, investigation and interview, combining the theory of comparative analysis, the theory of error analysis and the theory of second language acquisition, this paper analyzes the results of the survey, summarizes the causes of the errors, and puts forward some teaching suggestions. Hope to provide a certain positive meaning for the future teaching of Chinese as a foreign language about the adverb "Zhen". This paper is divided into five chapters: the first chapter is introduction: this paper mainly summarizes the purpose and significance of the research, research status, research content and so on. Through the review of the research status of the adverb "True" and the present situation of the second language teaching, it is concluded that the research on the adverb "True" is not sufficient. Especially in the field of second language teaching, the research on adverb "True" is mostly a contrastive study, and most of them lack specific teaching suggestions. The second chapter introduces the language points, questionnaires and analysis of the adverb "Zhen" acquired by native English learners. This chapter summarizes the fifteen grammatical structures and uses of the adverb "Zhen". According to these structures and usage, a questionnaire was designed to investigate the errors of middle and advanced Chinese learners whose mother tongue is English at home and abroad. Chapter three: the causes of errors in the acquisition of the adverb "True" by native English learners: through the error analysis in Chapter two, this chapter combines the interview method. This paper explains the causes of errors in the acquisition of the adverb "True" by native English learners. The main reasons for the errors are negative transfer of mother tongue, negative transfer of target language, influence of the surrounding environment and the influence of learners' own factors, etc. The reasons for the errors are negative transfer of mother tongue, negative transfer of target language, and so on. Chapter 4 the teaching suggestions of the adverb "True" acquired by native English Chinese learners: this chapter mainly from the bias reasons, puts forward more targeted teaching suggestions for the adverb "True", including strengthening contrastive teaching. To create a specific language environment, strengthen correct guidance, and for the first time put forward the concrete cognitive strategy and metacognitive learning method of the adverb "truth". Chapter V: summarize the research work, point out the shortcomings and shortcomings of this paper, and urge the teacher to criticize and correct in order to contribute to the future research work.
【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

【參考文獻】

相關(guān)期刊論文 前10條

1 姚吉剛;王U，

本文編號：2436850