面向留学生的“知道”类动词教学研究

发布时间：2018-05-18 04:26

本文选题：“知道”类动词 + 偏误分析　；参考：《华中师范大学》2012年硕士论文

【摘要】：动词在对外汉语教学中有着十分重要的地位。留学生动词的正确掌握与利用直接影响他意思表达的准确性。针对动词的偏误现象,以往学者的研究主要集中在动词的位置、句法结构等语法方面,从动词的义项层面来考察偏误情况的比较少。本文尝试从词汇语义学的角度,着眼于词语的词汇意义,考察留学生“知道”类动词的偏误问题。文章分析了“知道”类动词的主要偏误类型,详尽地探讨了所产生偏误的原因及规律,并提出相应的辨析方法及教学对策。文章的主体主要有以下三个部分： 1.留学生“知道”类动词习得过程中的偏误类型。文章的第二部分结合了偏误分析理论和语言对比理论,探讨了词语偏误类型,并总结分析了留学生在学习“知道”类动词的过程中出现的词性混用、词义混淆、和搭配不当等偏误类型,并根据偏误语料对每种类型都给予了例句。 2.偏误原因的分析。文章对留学生习得汉语“知道”类动词的偏误原因进行探讨,着重从母语和目的语方面入手,同时也对学生与教师方面的因素进行了分析。 3.根据文章中偏误问题的分析提出相应的教学对策。文章不仅提出了几种辨析角度和辨析方法,还提出了对外汉语教学中的一些改进策略,以期有助于对外汉语词汇教学。前人对动词偏误情况的考察主要是从语法角度展开的,本文试图打破这个局限,将目标词语的使用偏误与动词的意义和汉英对译词的关系联系起来,从词汇的义项层面探讨动词的偏误情况,期望能为对外汉语动词的教学与研究提供一些参考。
[Abstract]:Verbs play an important role in teaching Chinese as a foreign language. The correct mastery and use of verbs directly affect the accuracy of the expression of his meaning. In view of the phenomenon of verb bias, previous scholars mainly focused on the position of verbs, syntactic structure and other grammatical aspects. From the perspective of lexical semantics and focusing on the lexical meaning of words, this paper attempts to investigate the errors of "know" verbs in foreign students. This paper analyzes on the main types of errors of the verb "know", probes into the causes and rules of the errors in detail, and puts forward the corresponding discrimination methods and teaching countermeasures. The main body of the article is as follows: 1. The types of errors in the acquisition of "know" verbs by foreign students. The second part of the article combines the theory of error analysis and the theory of language contrast, discusses the types of errors of words, and summarizes and analyzes the mixed use of parts of speech and the confusion of word meaning in the process of learning "know" verbs by foreign students. And improper collocation and other error types, and according to the error corpus to give examples of each type. 2. An analysis of the causes of errors. This paper probes into the causes of errors in the acquisition of Chinese "know" verbs by foreign students, focusing on the aspects of mother tongue and target language, as well as the factors of students and teachers. 3. According to the analysis of errors in the article, the corresponding teaching countermeasures are put forward. This paper not only puts forward several discriminative angles and methods, but also puts forward some improving strategies in teaching Chinese as a foreign language, in the hope of contributing to the teaching of Chinese vocabulary as a foreign language. This paper attempts to break this limitation by linking the use of target words with the meaning of verbs and the relationship between Chinese and English translation words. This paper probes into the errors of verbs from the aspect of lexical meanings and hopes to provide some references for the teaching and research of Chinese verbs as a foreign language.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】