对外汉语教学中的动结式“V完”与“V好”对比研究

发布时间：2018-04-22 20:00

本文选题：V完 + V好　；参考：《山东师范大学》2017年硕士论文

【摘要】：本文主要是对对外汉语教学中的动结式“V完”与“V好”进行对比研究。“完”和“好”分别是现代汉语中使用频率非常高的动词和形容词,它们经常作为结果补语出现在动词后,并且在意义上有重合部分,这种情况造成了外国学习者在使用“V完”与“V好”时出现偏误。因此,本文在整理前人相关研究及详细分析该结构的基础上,对动结式“V完”与“V好”进行对比研究。另外,将研究的结果应用到对外汉语教学及HSK教学中,帮助外国学习者更准确的使用动结式“V完”和“V好”,也是本文研究的重点。除绪论和结语以外,文章的主体部分主要讨论:一、动结式“V完”与“V好”的语义分类和语用特征。结合常用的汉语词典和以往研究的成果,本文把“完”的语义分为:(1)没有剩余;(2)完结;把“好”的语义分为:(1)完成;(2)完善。在前文分析的基础上,探讨“完”与“好”的语义对“V完”与“V好”语用特征的影响。二、动结式“V完”与“V好”对动词选择的限制。以新HSK(六级)词汇来限定动词的范围,统计出能与“完”和“好”搭配组成动结式的动词,运用语义特征分析法总结只能够进入“V完”的动词具有[±自主]、[+消极]、[+消耗]、[+去除]、[+位移]等语义特征;只能进入“V好”的动词具有[+自主]、[+积极]、[-消耗]、[-去除]、[-位移]等语义特征。三、动结式“V完”与“V好”的习得情况分析。新HSK试题中多次出现对“V完”与“V好”的考察,所以文章以新HSK中高级考生为对象调查他们的习得情况,并进行偏误分析,总结学习者常出现的三种偏误类型:遗漏、误加和混用。四、偏误原因分析及相关教学建议。根据学习者习得“V完”和“V好”的情况,分析出现偏误的原因,主要包括:母语负迁移、讲解与训练失误、教材编写和练习设计的不足,并针对以上原因对动结式“V完”和“V好”的教学提出建议。
[Abstract]:This paper makes a comparative study of the " V - finished " and " V - good " in the teaching of Chinese as a result . The conclusion and the good are the verbs and adjectives in modern Chinese , which are often used as a result complement to appear in the verb and in the sense of overlap . Therefore , this paper makes a comparative study of the " V - finished " and " V - good " in the use of " V - finished " and " V " in modern Chinese . This paper focuses on the semantic classification and pragmatic features of " V - finished " and " V - good " in the study of the semantic features of " V - finished " and " V - good " . This paper analyzes the causes of errors , mainly including the negative transfer of mother tongue , the lack of explanation and training mistakes , the writing of teaching materials and practice design , and puts forward suggestions for the teaching of " V " and " V " for the above reasons .

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

【参考文献】