语气副词“反正”的偏误分析及其对策研究

发布时间：2018-05-30 23:21

本文选题：反正 + 偏误分析　；参考：《吉林大学》2017年硕士论文

【摘要】：本文主要研究的是现代汉语语气副词“反正”的偏误情况及其在对外汉语教学中应采取的策略。“反正”在《汉语水平词汇与汉字等级大纲》中属于乙级词汇,而且在现实生活中使用的频率也比较高,便于说话人表达情感,因此采用有效的教学策略可以使留学生准确、熟练地运用“反正”进行交际。此外,探究“反正”的对外汉语教学策略,不仅能提高教学效果,也为与“反正”相似的其他语气副词(如迟早、始终、高低等)的对外汉语教学提供经验与借鉴。首先,本文分别从言语表达的暗含义、强语势、经济性和得体性等四个方面分析了“反正”的语用特征;又从预设的角度解释了B类反正句深层语义与表层语义之间转换的过程及其不同的原因和A、B两类反正句的区别,从而明确了“反正”的语用特征、意义与用法。然后,本文结合北京语言大学HSK动态作文语料库、暨南大学中介语语料库和中山大学汉字偏误标注的汉语连续性中介语语料库中的中介语语料对“反正”进行偏误分析。经统计,发现存在赘余、错序、误用、成分残缺和得体性失当等五种偏误类型;留学生出现这些偏误的原因主要有目的语知识的负迁移、“反正”的分布模式复杂、教材与词典的误导、教学空白和相同语素的干扰等。最后,本文根据以上分析研究成果,提出五点切实可行的教学策略,即语法叠加、交际化教学、“三分法”对话操练、注重词语辨析和重视复现率;并且设计了一篇语气副词“反正”的对外汉语教学方案。本文的创新点在于教学策略。在用法讲解上,本文提出采用“语法叠加”的方法,以旧带新、逐层讲解,降低了学生理解的难度;在情境操练环节中,本文提出“三分法”——分角色、分情境、分用法,这既有利于汉语教师准确地展示语言点的全貌,也增添了趣味性,激发学习兴趣,有利于留学生牢固地掌握语言点并能够准确、得体地运用。
[Abstract]:This paper mainly studies the errors of the mood adverb "anyway" in modern Chinese and the strategies to be adopted in teaching Chinese as a foreign language. "anyway" belongs to Grade B vocabulary in the outline of Chinese level Vocabulary and Chinese characters, and it is also used more frequently in real life, so it is convenient for speakers to express their feelings. Therefore, using effective teaching strategies can make foreign students accurate. Skillfully use "anyways" to communicate. In addition, exploring the teaching strategy of "anyway" can not only improve the teaching effect, but also provide experience and reference for other mood adverbs similar to "anyway" (such as sooner or later, always, high or low). First of all, this paper analyzes the pragmatic characteristics of "anyway" from four aspects: the dark meaning of speech expression, the strong potential, the economy and the appropriateness. From the perspective of presupposition, this paper explains the process of the transformation between the deep semantic and the surface semantic of the class B sentence and its different reasons, and the difference between the two types of the sentence, so as to clarify the pragmatic characteristics, meaning and usage of the word. Then, combining with the HSK dynamic composition Corpus of Beijing language and language University, the Interlanguage Corpus of Jinan University and the Chinese continuous Interlanguage Corpus of Sun Yat-sen University, this paper makes an error analysis of "anyway". Through statistics, we find that there are five types of errors, such as redundancy, misorder, misuse, incomplete components and inappropriate appropriateness. The main reasons for these errors are the negative transfer of target language knowledge, and the complex distribution pattern of "anyway". Teaching materials and dictionaries mislead, teaching blank and the interference of the same morpheme, etc. Finally, based on the above research results, this paper puts forward five practical teaching strategies, that is, grammatical superposition, communicative teaching, three-point dialogue practice, word discrimination and repetition rate. And has designed a mood adverb "anyway" the foreign language teaching plan. The innovation of this paper lies in the teaching strategy. In the explanation of usage, this paper puts forward the method of "grammatical superposition", which is explained layer by using the old band, which reduces the difficulty of students' understanding, and in the practice of situation, this paper puts forward the "three-point method", which is divided into roles, situations and usages. This is not only helpful for Chinese teachers to show the full picture of language points accurately, but also adds interest, arouses learning interest, and helps foreign students firmly grasp language points and use them accurately and appropriately.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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