【摘要】：詞語用法偏誤一直是對外漢語詞匯語義教學(xué)與語法教學(xué)的重點(diǎn)和難點(diǎn)。漢語中同一個(gè)詞因詞義的多義性、功能的多樣性以及由此帶來詞性的變化等都會對第二語言學(xué)習(xí)者習(xí)得過程帶來這樣那樣的干擾,繼而產(chǎn)生出不同類型的偏誤。我們擬以兼副詞、連詞兩種詞性的“還是”作為個(gè)案,依北京語言大學(xué)的“HSK動態(tài)作文語料庫”中“還是”的偏誤語料進(jìn)行定量統(tǒng)計(jì)與定性分析,分別以多功能詞“還是”的副詞、連詞用法入手,結(jié)合詞語位置固定帶來的意義上的虛化及語用上的主觀化因素的影響就特定語料范圍內(nèi)的偏誤情形進(jìn)行合格度檢驗(yàn)分析,期能找出偏誤產(chǎn)生的原因,提出解決問題的應(yīng)對策略,并試圖給出一個(gè)“還是”的可行性教學(xué)設(shè)計(jì)思路,以期對同類詞語用法的習(xí)得教學(xué)提供參考。全文分五章。第一章概括介紹了選題依據(jù)與研究角度,定位研究的出發(fā)點(diǎn),理出研究思路。第二章首先從“還是”的多角度研究現(xiàn)狀入手引出我們的立論,其次就不同功能“還是”的句法語義語用特點(diǎn)進(jìn)行描述解釋,為特定范圍內(nèi)的偏誤語料分揀、分析提供規(guī)則依據(jù)。第三章對學(xué)習(xí)者習(xí)得“還是”進(jìn)行偏誤分類。分析總結(jié)了“還是”出現(xiàn)的缺詞、錯(cuò)詞、多詞三種偏誤類型。錯(cuò)詞部分部分將“還是”和與其意義和用法相近詞語如“還是”與“還有”、“或/或者”、“仍然”、“和”、“可是”等進(jìn)行對比分析。以期更好地掌握“還是”的語義語用及避免或減少一些偏誤的發(fā)生。第四章主要分析“還是”習(xí)得的偏誤原因并提出教學(xué)對策。原因包括母語負(fù)遷移、目的語規(guī)則泛化、教材設(shè)計(jì)的影響和課堂上一些教師教學(xué)方式的影響等幾個(gè)方面。提出如講解中要由淺入深反復(fù)操練,要精講活練,還要強(qiáng)化成對關(guān)聯(lián)格式教學(xué)等建議。第五章結(jié)語部分,主要總結(jié)論述本文的研究成果,并同時(shí)指出本課題研究存在的問題和需要進(jìn)一步研究的方向。
[Abstract]:Word usage error has always been the key and difficult point in vocabulary semantic teaching and grammar teaching of Chinese as a foreign language. Because of the polysemy, the diversity of functions and the changes of parts of speech, the same word in Chinese will interfere with the acquisition process of second language learners in one way or another, and then produce different types of errors. We intend to make quantitative statistics and qualitative analysis according to the error corpus of "or" in HSK dynamic composition Corpus of Beijing language University, starting with the adverbs and conjunctions of multifunctional words and conjunctions, as a case study. Combined with the virtual meaning caused by the fixed position of words and the influence of pragmatic subjective factors, this paper tests and analyzes the conformity degree of the errors in the scope of specific corpus, in order to find out the causes of the errors, put forward the coping strategies to solve the problems, and try to give a feasible teaching design idea of "or", in order to provide a reference for the acquisition teaching of the same kind of words. The full text is divided into five chapters. The first chapter briefly introduces the basis and research angle of the topic, the starting point of the research, and points out the research ideas. The second chapter starts with the present situation of the multi-angle research of "or", and then describes and explains the pragmatic characteristics of sentence and French meaning of different functions "or", which provides the rule basis for the sorting and analysis of bias corpus in a specific range. The third chapter classifies the errors of learners' acquisition or acquisition. This paper analyzes and summarizes three types of errors: missing words, wrong words and multi-words. The wrong words will be "or" and words similar to its meaning and usage, such as "or" and "," or / or "," still "," and "," but "and so on. In order to better master the semantic pragmatics of "or" and avoid or reduce the occurrence of some errors. The fourth chapter mainly analyzes the causes of errors in acquisition and puts forward teaching countermeasures. The reasons include the negative transfer of mother tongue, the generalization of target language rules, the influence of textbook design and the influence of some teachers' teaching methods in the classroom. Some suggestions are put forward, such as practicing from shallow to deep, practicing carefully, and strengthening the teaching of pairwise correlation format. The fifth chapter is the conclusion, which mainly summarizes and discusses the research results of this paper, and points out the existing problems of this subject and the direction that needs to be further studied.
【學(xué)位授予單位】：安陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 郭昕;多義詞“還是”的偏誤分析[D];揚(yáng)州大學(xué);2018年

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本文編號：2508906