第二语言习得者使用多义动词“打”的偏误分析

发布时间：2018-04-18 02:06

本文选题：多义动词 + 打　；参考：《吉林大学》2012年硕士论文

【摘要】：多义词是第二语言词汇教学的难点。第二语言习得者对多义词的掌握情况如何？第二语言多义词的教学是否存在问题？基于以上思考，本文选取了《现代汉语词典》（商务印书馆）所收录义项最多的一个动词“打”为研究对象。收集北京语言大学HSK动态作文语料库语料901条，通过对语料的整理分析得出第二语言习得者习得和使用“打”的情况。 “打”在日常交际中不只是以词的形式出现，有时还作为语素，与其它语素组合成词出现。因此本文研究范围是动词“打”和动词性语素“打”的偏误分析。 “打”的24个义项的使用频率和偏误率不尽相同，但呈现一定的规律。笔者从使用频率、义项内部组织原则、语境的限制三个方面分析了影响“打”各义项习得效果的因素。根据语料分析了“打”的偏误类型。根据语料分析，第二语言习得者使用“打”的偏误主要包括以下三种类型。一是与近义词的混用。如“打仗”和“打架”，“打消”和“消灭”的混用。二是某一义项的过度泛化而滥用。第二语言学习者在建立母语和目的语的对应关系的时候，将母语词汇的使用规则强加于目的语，从而导致了义项的滥用。如“打围棋”、“打过翻译工作”。三是语素“打”所构成的动词词性误用。主要包括两个方面。一是将动词用作名词，如“打工”和“工作”的混用。二是动词性语素“打”所构成的离合词使用不当。如“爷爷经常挨打我父亲。” 学习者产生这些偏误主要有三方面的原因。一是母语负迁移。第二语言学习者在学习目的语的时候已经拥有母语的语言系统，母语和目的语这两种语言的多义词并不是完全对应的。当学生面对母语和目的语之间的这种矛盾时，往往会使用1:1的原则，建立尽可能简单的母语与目的语的关系。二是义项内部的不平衡。第二语言习得者在习得“打”时，学习者会首选原型性较强的义项，偏误率也比较低，对于其它义项就会有意识地回避。三是教学误导。主要包括教材方面和教师方面。教材方面分析以人民教育出版社出版的《标准中文》为例。教学误导的另一个方面是教师。教师应该选用正确的解释词语的方法，正确的引导学生。如何减少第二语言习得者使用“打”的偏误？笔者认为：在教材方面应合理安排各义项出现的顺序，，由原型性强的义项引出原型性弱的义项。教材中词语的解释要准确，并能够充分表达被译词语的意义。注释的内容不能过于简单，也不能太难。词语还要限定词义出现的语境范围。在教师方面，教师应循序渐进讲解“打”的各义项，以核心意义为线索，建立各个义项之间的联系网络。并且在增加输入的前提下，引导学生输出。教师在讲解词汇的时候要尽量减少直接对译的方法。因为两种语言很多词是不完全对应的。对于这种词，教师要讲清楚差别，使学生能够准确的使用。另外，教师可以利用语境进行多义词的教学。在学生方面，学生可以通过语境记忆词的义项，这样既可以减轻死记硬背的痛苦，又能轻松的掌握词的用法。对于某些较难掌握的义项，学习者也不要采取回避的策略，要调整学习态度，不要害怕错误。而对于学过的知识要主动进行输出，多说多写，在实际运用中掌握多义词。
[Abstract]:It is a difficult part of the second language vocabulary teaching in the second language vocabulary teaching . Based on the above thought , this paper selects one of the most important verbs in the dictionary of the Modern Chinese Dictionary ( Commercial Press ) as the research object .

" beating " is not only in the form of words in daily communication , but also as a morphemes , and in combination with other morphemes . Therefore , the scope of this paper is the analysis of the bias of the verb " beating " and the " beating " of the verb .

The use frequency and error rate of 24 items of " dozen " are different from each other , but a certain rule is presented . The author analyzes the factors that influence the acquisition effect of " dozen " from three aspects : frequency , internal organization principle of justice , and the limitation of context .

On the basis of corpus analysis , the use of " typing " by the second language acquisition mainly includes the following three types : one is mixed with the synonym , such as " fighting " and " fighting " , " erasing " and " destroying " . Microsoft.TeamFoundation . Modeling.dll

There are three main reasons for learners to produce these errors . One is the negative transfer of the mother tongue . The second language learner has a native language system in the study of the target language . The second language learners often use the principle of 1 : 1 to establish as simple as possible the relationship between the mother tongue and the destination .

How to reduce the bias of the second language acquisition by using " dozen " ? The author thinks that in the aspect of teaching material , it is necessary to rationally arrange the order of the occurrence of each term . The meaning of the words in the teaching material can not be too simple nor too difficult . In addition , the teacher can use the context to explain the meaning of the word . In addition , the teacher can use the context to make the exact use of the word . In addition , the teacher can use the context to learn the meaning of the word . In addition , the teacher can use the context to teach the meaning of the word . In addition , the teacher can use the context to make the use of the word . In addition , the teacher should make use of the context to learn the meaning of the word . In addition , the teacher should make use of the context to learn the meaning of the word .

【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】