基于HSK动态作文语料库的“于是”和“所以”偏误研究

发布时间：2018-03-25 14:33

本文选题：HSK动态作文语料库　切入点：“于是”　出处：《安阳师范学院》2017年硕士论文

【摘要】：汉语里不同的逻辑语义关系用不同的关联词语区别开来,同一种逻辑语义关系也可以用互相联系的一对(组)关联词语来标记主次、轻重、隐显等语义上的细微差别。这样同一个关联词语就会有不同交际环境的多义表达情形,不同的关联词语也会有相同交际环境的同义表达情形,从而造成用法上的交叉。本文以用法上有交叉的一对关联词语“于是”和“所以”为研究对象,就二者动态作文语料库中的特定范围内的偏误语料进行定量统计,析同辨异,在对偏误现象分类描述的基础上找出偏误动因,给出可能的定性解释,继而提出相应的教学策略。绪论部分概括叙述了选题缘由以及相关问题的研究情况,交代了本文的研究思路。第二章主要从句法、语义与语用上说明“于是”和“所以”的母语规则运用范围与异同条件限制。在表示顺承因果关系的句子中,“于是”和“所以”是可以互换的。在表示单纯因果关系和单纯顺承关系的句子中,“于是”和“所以”是不可以互换的。以上说明为偏误语料的分类描写与动因解释提供规则依托。第三章对“于是”与“所以”的偏误语料进行定量统计,分别归纳两个连词形式上的偏误类型,将偏误语料按照因果、顺承、转折、递进、目的、假设、并列、条件等不同的逻辑语义关系再进行分类描述。研究发现学习者对于“于是”和“所以”的熟悉程度、难易程度、使用程度都是影响偏误率高低的重要因素,因而在分析具体偏误情况时,应结合以上因素进行考量,而不能以偏误率的高低作为唯一的衡量标准。第四章从四个方面入手讨论了偏误成因,强调“于是”和“所以”后所连接成分的语义要求、具体语境中关联词语的选择限制、与其它功用相近的连词混用以及学习者的回避策略对偏误所构成的影响。针对以上偏误语料的分类描述与偏误成因解释,本文从教学内容的安排和教学方法的运用两方面出发,对“于是”和“所以”的习得提出了一些可行性教学策略,希望能够为教师的教学与学习者的学习提供一些有益的参考。
[Abstract]:In Chinese, different logical semantic relations are distinguished by different associative words, and the same logical semantic relations can also be marked by a pair of (group) associative words that are related to each other. Semantic nuances such as concealment, etc. In this way, the same associative words will have polysemous expressions in different communication environments, and different related words will also have synonymous expressions in the same communicative environment. This paper takes a pair of associative words "so" and "so" as the research object, carries on the quantitative statistics to the two dynamic composition corpus in the specific scope error language corpus, analyzes the similarities and differences. On the basis of classifying and describing the phenomenon of error, the author finds out the cause of error, gives the possible qualitative explanation, and then puts forward the corresponding teaching strategy. The second chapter is mainly from the syntax, Semantically and pragmatically, it explains that the native language rules of "so" and "so" are limited in their scope of application and similarities and differences. In sentences that indicate a causal relationship, "so" and "so" are interchangeable. In the case of simple causality, the word "so" is interchangeable. "so" and "so" are not interchangeable in the sentences of relation and simple conformity. The above description provides the basis for the description of classification and explanation of motivation of error corpus. Chapter three deals with "so" and "so". Error data for quantitative statistics, The two types of errors in the form of conjunctions are summed up, and the errors are classified according to causality, succession, transition, progression, purpose, hypothesis, and juxtaposition. The study found that learners' familiarity with "so" and "so", the degree of difficulty and the degree of use are all the important factors that affect the error rate. Therefore, in the analysis of specific errors, we should consider the above factors, rather than take the error rate as the sole criterion. Chapter four discusses the causes of errors from four aspects. Emphasizing the semantic requirements of the connective elements after "so" and "so", and the restrictions on the choice of associative words in specific context, The influence of conjunctions with other similar functions and learners' avoidance strategies on errors. In view of the classification description of the above errors and the explanation of the causes of errors, this paper starts with the arrangement of teaching contents and the application of teaching methods. This paper puts forward some feasible teaching strategies for the acquisition of "so" and "so", hoping to provide some useful reference for teachers' teaching and learners' learning.
【学位授予单位】：安阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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