基于新HSK（六级）词汇大纲易混动词的辨析与教学

发布时间：2018-04-20 14:29

本文选题：新HSK(六级) + 易混淆动词　；参考：《辽宁师范大学》2012年硕士论文

【摘要】：语言是音义结合的符号系统。词是语言中能够独立运用的最小的符号。汉语词汇经过社会的变迁和时代的洗礼,发展至今日出现了很多音似、形似、意似的词语,汉语学习者经常混用这些词语。这些被混用的词语已经脱离了本体研究中的“同义词”“近义词”范围,针对这些词语,对外汉语界提出了“易混词”的概念。目前已有不少学者对易混词进行了研究,并有了很多研究成果。但是易混词系统本身是一个动态系统,研究范围的不确定给易混词的研究带来了困难。通过调查我们得知,很多汉语学习者学习汉语的最终目的是参加新HSK六级考试,所以本文将研究新HSK六级大纲后附词汇表中的易混动词的混淆情况。本文共分六章：第一章为引言。主要介绍了本文的研究背景、研究的目的与意义、研究的理论基础、主要的研究方法和本文的写作思路与框架。第二章为论文综述。在这一部分我们对前人的研究情况与研究成果进行分析与总结。本章分为两部分进行论述,第一部分是同义词、近义词的研究情况。在这部分我们介绍了同义词、近义词的研究成果,对具有代表性的学者的观点与研究结论加以分析介绍。第二部分论述了易混词的研究情况,介绍了易混词的产生、发展和发展过程中的具有代表性的研究成果。从本章的论述中,我们可以得出结论：对外汉语界的同义词、近义词研究已经慢慢转向“易混词”的研究,这已经是一个不可逆转的趋势。第三章为新HSK六级易混动词使用情况调查。这一章分为两节,第一节为研究的对象与范围。通过讨论汉语学习者使用动词的混淆情况与分析前人的研究成果,我们将易混动词作为本文的研究对象,并将研究范围确定为《新汉语水平考试大纲六级》中的1947个动词当中的915个易混动词。第二节为易混动词使用情况的调查研究。在这一节我们通过两份问卷调查分析总结了汉语学习者对新HSK六级的态度与新HSK六级中易混动词类试题的掌握情况。通过分析问卷的结果得知,大多数汉语学习者对新HSK六级中的易混词辨析类题目具有畏难情绪,他们对易混词的知识掌握的不好,汉语学习者很需要一种针对易混动词的辨析方法。第四章为易混动词的偏误分析。这一章分为三节。第一节是易混动词的偏误例句统计,我们在附录B中随机抽取三组易混动词,从北京语言大学的HSK动态作文语料库中抽取全部关于这三组易混动词的混用偏误语料,笔者对这些动词的混用偏误语料进行整理,除去非动词混淆的偏误,对这些动词混淆用法的偏误进行分析。我们得出结论：语料库中的易混动词的偏误主要是CC类,即错词类。第二节为易混动词的偏误分类。我们根据CC类错误的不同情况,对易混动词的偏误进行了分类,即语义偏误、语法偏误、语用偏误。并对每一种偏误做了小分类与分析。第三节是易混动词偏误产生的原因。我们根据偏误原因与汉语学习者的关系,将偏误原因分为两大类,主观原因和客观原因,并将每种原因分成不同的小类进行论述。第五章为易混动词的教学方法与策略。在这一章中我们就易混动词的教学提出了一些方法与策略。本文介绍了四种教学方法,即语素辨析法、语义特征辨析法、搭配辨析法、语境辨析法。根据心理学中的自我效能理论,提出了五点教学策略,即对学生进行外部强化、培养学生的学习策略、帮助学生树立正确的目标、创造宽松的教育环境以及输入假说提出的i+1课堂输入策略。第六章为结语。这一章对本文的主要内容与结论做了一个简要的概括,并介绍了本文的创新之处与不足之处。
[Abstract]:Language is the symbolic system of the combination of sound and meaning. Words are the smallest symbols that can be used independently in language. After the changes of the society and the baptism of the times, the Chinese vocabulary has developed to today many sounds like, like, meaning like words, and Chinese learners often use these words. These words have been separated from the research of the ontology. "Synonym", "synonym" range, in view of these words, the concept of "easy to mix words" is put forward in the field of Chinese as a foreign language. At present, many scholars have studied the easily mixed words and have many research results. But the system itself is a dynamic system, and the uncertainty of the scope of the study brings difficulties to the research of the easily mixed words. After investigating, we know that the ultimate goal of many Chinese learners to learn Chinese is to take the new HSK six test, so this article will study the confusion of the mixed verbs in the vocabulary of the new HSK syllabus.
This article is divided into six chapters.
The first chapter is introduction. It mainly introduces the background of the study, the purpose and significance of the study, the theoretical basis of the study, the main research methods and the thinking and framework of the writing of this article.
The second chapter is a summary of the thesis. In this part, we analyze and summarize the research and research results of the predecessors. This chapter is divided into two parts. The first part is the study of synonyms and synonyms. In this part, we introduce synonyms, the research results of synonyms, and the views and studies of representative scholars. The second part discusses the research situation of the confuse words and introduces the representative research results in the process of the production, development and development of the mixed words. From this chapter, we can draw a conclusion that the synonyms of the Chinese language circle have slowly turned to the research of "mixed words". It is an irreversible trend.
The third chapter is the investigation of the use of the new HSK six mixed verbs. This chapter is divided into two sections. The first section is the object and scope of the study. Through the discussion of the confusion of the verbs used by the Chinese learners and the analysis of the previous research results, we take the easy verb as the object of this study and determine the scope of the study as "the new Chinese proficiency test." 915 of the 1947 verbs in the six class of the syllabus. The second section is the investigation of the use of the mixed verbs. In this section, we analyze and sum up the Chinese learners' attitude to the new HSK six and the handgrip of a new type of word class test in the new HSK six through two questionnaires. Most Chinese learners are difficult to discriminate in the new HSK six class. They are not good at the knowledge of the mixed words. The Chinese learners need a method of discrimination against the easy to mix verbs.
The fourth chapter is the error analysis of the miscible verbs. This chapter is divided into three sections. The first section is the error example of the mismixed verbs. We randomly select three groups of mixed verbs in Appendix B, and extract all of the three groups of mismixed verbs from the dynamic composition corpus of Beijing Language and Culture University. The error of the misuse of these verbs is analyzed with the misuse of misinformation, and the misuse of these verbs is analyzed. We draw a conclusion that the errors of the mixed verbs in the corpus are mainly CC, that is, the wrong word class. The second section is the error classification of the mixed verbs. The third section is the cause of the misuse of the misuse of verbs. According to the relationship between the errors and the Chinese learners, we divide the reasons into two categories, the subjective and the objective reasons, and divide the reasons into different subcategories. Discuss it.
The fifth chapter is the teaching method and strategy of the miscible verb. In this chapter, we put forward some methods and strategies for the teaching of easily mixed verbs. This paper introduces four kinds of teaching methods, namely, morpheme discrimination, semantic feature discrimination, collocation discrimination and context discrimination. According to the theory of self-efficacy in psychology, five teaching strategies are put forward. It is to strengthen the students externally, to cultivate the students' learning strategies, to help the students to set the correct goals, to create a relaxed educational environment and to input the i+1 input strategy put forward by the hypothesis.
The sixth chapter is the conclusion. This chapter makes a brief summary of the main contents and conclusions of this article, and introduces the innovations and shortcomings of this paper.

【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3

【参考文献】