“反而”与“相反”“但是”等反转类词混用偏误研究

发布时间：2018-06-01 09:25

本文选题：易混淆词 + 反而　；参考：《吉林大学》2017年硕士论文

【摘要】：汉语作为世界上留存最久的语言之一,有着其独特的魅力。随着经济的发展和国力的强盛,愈来愈多的外国人开始对中国乃至汉语产生了强烈的兴趣。自2002年国家汉办的成立,至2004年第一家孔子课堂的开设,汉语国际教育就如雨后春笋一般,快速发展起来。随着汉语学习者的不断增加,汉语国际教育的理论也日臻完善。在不断完善理论建设的同时,广大对外汉语教师也要结合自身实践经验,发现教学中真实存在的各种教学难点,不断进行探索总结,如此才能促进我们的工作不断向前发展。学习语言的最终目的是用于交际,而词汇量决定了一个人的交际水平,词汇教学在语言教学中占有极为重要的地位。词汇教学不但是对外汉语教学的基础,更是贯穿于对外汉语教学的各个阶段。在所有的词汇教学问题中,词语误用是第二语言学习者学习汉语的重点和难点之一,而词语误用在交际过程中就表现为易混淆词的出现。为了更好地实现跨文化交际这一目的,让汉语学习者正确地使用词语进行交际,应该从学习者对词汇的易混淆点出发,找出其混淆原因,究其根本,对症下药。笔者通过对北京语言大学HSK动态作文语料库中“反而”等易混淆词的偏误进行调查分析,从以下几个方面进行了探究。第一部分笔者结合北京语言大学HSK动态作文语料库的调查分析,发现词汇误用在语用错误中占有很大比例。而针对易混淆词的研究少之又少。所以笔者选取转折类易混淆词为对象,以“反而”为中心,分别对易混淆词群“相反”、“反之”、“却”、“但是”进行分析研究。第二部分总结转折类易混淆词的研究现状,易混淆词的出现主要有以下几点:(1)词义不合,搭配不当;(2)自造词语;(3)径用母语词。第三部分将混用词群“反而”、“相反”、“反之”、“却”、“但是”从具有相同词素及母语对译词为同一个词或同义关系的词两个角度进行分组,并对两组词的混用分布、词际关系、误用方向及母语语义关系等方面进行数据调查分析。第四部分以详细分析语料的形式得出目的语语义、母语语义及教学对混用偏误的影响。最后,在所得出偏误影响因素的基础之上,理论联系实际提出在对外汉语教学中实用的教学建议及教学设计。
[Abstract]:As one of the oldest languages in the world, Chinese has its unique charm. With the development of economy and national strength, more and more foreigners began to have a strong interest in China and even Chinese. From the establishment of the National Office of the Chinese language in 2002 to the opening of the first Confucius classroom in 2004, the international education of Chinese language has developed rapidly. With the increasing number of Chinese learners, the theory of international Chinese education is becoming more and more perfect. At the same time, teachers of Chinese as a foreign language should combine their own practical experience to find out all kinds of teaching difficulties in teaching, and continue to explore and summarize, so as to promote the development of our work. The ultimate purpose of learning a language is to use it in communication, and vocabulary size determines a person's communicative level. Vocabulary teaching plays an extremely important role in language teaching. Vocabulary teaching is not only the basis of teaching Chinese as a foreign language, but also runs through every stage of teaching Chinese as a foreign language. Among all the lexical teaching problems, the misuse of words is one of the most important and difficult points for the second language learners to learn Chinese, and the misuse of words in the process of communication is characterized by the appearance of confusing words. In order to achieve the purpose of cross-cultural communication and make Chinese learners use words correctly, we should find out the cause of confusion and find out the root of the confusion. By investigating and analyzing the errors of confusing words such as "instead" in the HSK dynamic composition corpus of Beijing language and language University, the author probes into the following aspects. The first part is based on the investigation and analysis of the HSK dynamic composition Corpus of Beijing language and language University, and finds that the misuse of vocabulary accounts for a large proportion of pragmatic errors. However, there is little research on confusing words. Therefore, the author chooses the transition type confusing words as the object, takes "instead" as the center, respectively, carries on the analysis research to the easily confused word group "opposite", "vice versa", "but", "but". In the second part, the author summarizes the current situation of the research on the confusing words of turning points. The emergence of the confusing words mainly includes the following points: 1) mismatch and mismatch) the native language words are used. The third part groups the mixed words "instead", "contrary", "vice versa", "but", "but" from the two angles of words with the same morpheme and the same word or synonym relation, and distributes the mixed use of the two groups of words. Interword relationship, misusing direction and native language semantic relationship are investigated and analyzed. In the fourth part, the effects of target language semantics, mother tongue semantics and teaching on mixed errors are analyzed in detail. Finally, on the basis of the influence factors of bias, the author puts forward practical teaching suggestions and teaching design in teaching Chinese as a foreign language.
【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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