对外汉语教学表将来词汇的研究

发布时间：2019-04-04 19:32

【摘要】：时间在宏观上可分为“过去”、“现在”、“将来”三部分,“将来”是其中的重要一环,各种语言都有与之相对应的语法范畴和表达手段。由于汉语没有印欧语那种严格意义上的形态变化,因此缺乏表达将来时的语法手段,其主要通过时间名词、时间副词和助动词等词汇手段来表达将来时制。本文所研究的表将来词汇就是以这三类词为主。据笔者考察,学界对于汉语将来时的研究仍十分薄弱,专门研究表将来词汇的文章也不多,而对于现代汉语表达将来词汇的教学研究,即便有,也大都散见于各个语法专著谈到时间词或时间副词的篇章之中。本文将结合外国留学生作文中的偏误,对现代汉语表将来的词汇做一个研究。把表将来的词汇单独作为一个系统进行研究,一方面可以帮助对外汉语教师发现第二语言习得者在表达将来时间上的偏误倾向,并采取相应教学对策。另一方面表将来词汇的主体——时间名词、时间副词和助动词语义丰富、句法独特、用法多变,历来是《中国汉语水平考试词汇大纲》中规定的重点与难点。因此表将来词汇的教学研究,也能够在一定程度上有助于二语习得者的词汇学习。本文主要分为五个部分:第一部分主要是梳理和总结学界在将来时教学与研究方面的成果,并对其进行综述,然后简述语料来源以及研究方法。第二部分:从HSK动态作文语料库选取例子,对留学生的偏误分类后进行分析,并从理论上找出偏误原因。第三部分:针对留学生作文语料中的偏误,从语言本体上做初步的研究。第四部分:针对研究结果,提出以汉外对比教学,近义词辨析教学和词汇情境训练三步为主的教学建议。第五部分:根据教学建议,做出相应的教学设计。
[Abstract]:Time can be divided into three parts: the past, the present and the future. The future is an important part of it, and all kinds of languages have corresponding grammatical categories and means of expression. Because Chinese has no formal changes in the strict sense of Indo-European language, it lacks the grammatical means to express the future tense. It mainly expresses the future tense by the lexical means such as time nouns, time adverbs and auxiliary verbs. These three types of words are the main words in the future vocabulary studied in this paper. According to the author's investigation, the academic research on the future of Chinese is still very weak, and there are not many articles devoted to the study of future vocabulary, but for the teaching of modern Chinese expression of future vocabulary, even if there is one, It is also scattered in various grammatical monographs about time words or time adverbs. Based on the errors in foreign students' compositions, this paper will make a research on the vocabulary of modern Chinese in the future. On the one hand, the study of the future vocabulary as a system can help TCFL teachers to discover the bias of second language learners in expressing the future time, and adopt the corresponding teaching countermeasures. On the other hand, time noun, time adverb and auxiliary verb are rich in semantics, unique in syntax and changeable in usage. It has always been the focus and difficulty in the outline of Vocabulary for Chinese proficiency examination. Therefore, the future vocabulary teaching research can also contribute to the vocabulary learning of second language learners to a certain extent. This paper is divided into five parts: the first part is to sort out and summarize the academic achievements in the future teaching and research, and then summarize them, and then briefly describe the source of the corpus and research methods. The second part: selecting examples from the HSK dynamic composition corpus, analyzing the bias classification of foreign students, and finding out the reasons for the errors in theory. The third part: aiming at the errors in the foreign students' composition data, the author makes a preliminary study on the language Noumenon. The fourth part, aiming at the research results, puts forward three-step teaching suggestions, which are contrast teaching, synonym discrimination teaching and vocabulary situational training. The fifth part: according to the teaching suggestion, makes the corresponding teaching design.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195

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