基于HSK动态作文语料库的“很”的偏误分析

发布时间：2018-07-02 21:51

本文选题：HSK动态作文语料库 + 很　；参考：《吉林大学》2012年硕士论文

【摘要】：基于HSK动态作文语料库的“很”的偏误分析在现代汉语中，“很”是一个使用频率很高且具有多种语法功能的程度副词，“很”的组合能力具有较强的灵活性，不仅仅能修饰形容词、助动词或动词短语、置于“得”后，近些年来随着语言的发展，“很”也能修饰少数名词。本族人对“很”的使用习焉不察，留学生的汉语掌握“很”却有一定的难度。笔者在HSK动态作文语料库中检索发现，留学生在使用“很”的过程中存在大量偏误，本研究共搜集到392例。本研究主要运用中介语理论、偏误分析理论等相关的语言学理论和语言教学理论对语料库中“很”的偏误现象进行分析，并采用描写和解释的方法，对HSK语料库中“很”的句子进行标记、全面考察，对偏误进行细致地描述、分类，并从中找出规律。本研究共分四章：第一章是绪论，介绍了“很”的本体研究现状、第二语言教学研究现状以及本文的价值与不足。目前关于“很”的本体研究成果较多，在第二语言教学领域倾向于从不同母语学习者产生的偏误这一角度出发进行研究，所得结论不具有普适性。故本研究运用语料库研究方法，中介语理论、偏误分析理论等相关理论对“很”进行偏误分析。第二章是对本文所依据的理论和研究方法的说明。本文依据的理论是中介语理论及偏误分析理论，两者都是语言习得理论的重要理论基础。研究方法是语料库研究方法，对语料进行直观标记和描述分析。从语料库中直接检索到的用错“很”的句子共283例，为了使留学生学习“很”的规律能更全面更深刻地呈现出来，我们检索了“很”的别字、“很”与“太、真、最、挺”的误用，共搜到392例语料。在遵循原始语料的前提下，对选用的语料一一进行标记或微调。第三章运用中介语理论、偏误分析理论等对留学生学习“很”的偏误进行了深入分析。从误用、遗漏、误加和别字等角度，以三个平面理论（语法、语义、语用）为基准、392例语料为研究范围展开分析。误用一节从意义相近的词的误用这一角度出发分析语料，发现“很”与“真、太、更、多（么）”等词误用频率很高，“很”在比较句中的误用也是一大显著特征，另外对意义相近但属个别偏误现象的，如“最、挺、那么、十分、非常、越、的确”等进行了简要分析描述。遗漏一节从“很”修饰形容词性成分、动词性成分的角度对留学生作文中遗漏“很”的语料进行分析，并指出“很”在句中必不可少的原因是“很”具有完句或起音节韵律的作用。误加一节从“很”与表程度义的词的叠加、“很”修饰状态形容词、“很”修饰名词、“很”修饰动词性成分的偏误情况分析“很”的误加语料。别字一节通过对字形的描述，分析了“很”与“跟、狠、恨、得”等字混淆的情况。通过以上四方面的综合描述分析，使“很”的句法规则、语义特征、语用规则更加显著，，也使留学生学习“很”的偏误规律清晰地呈现出来。第四章基于前文对留学生学习“很”的偏误分析成果，总结了产生偏误的原因，并针对性地提出教学建议。偏误原因从母语的负迁移、目的语规则的泛化、学习的策略、教材的影响、教学的失误等五个方面来阐释，并从对“很”的解释到与近义词的比较、从“很”的语法到字形，从学生的认知心理到教师的教学方法，从“很”的本体到蕴含的文化内涵等等方面给出“很”的第二语言教学建议。
[Abstract]:Error analysis of "HSK" based on dynamic composition corpus
In modern Chinese, "very" is a degree adverb with a high frequency and a variety of grammatical functions. The combination ability of "very" has strong flexibility. It is not only able to modify adjectives, auxiliary verbs or verb phrases. After "getting", in recent years, with the development of language, "very" can also modify a few nouns. In the HSK dynamic composition corpus, the author found that a large number of errors existed in the process of using "very", and 392 cases were collected in this study.
This study mainly uses the interlanguage theory, the error analysis theory and other related linguistic theories and language teaching theories to analyze the "very" errors in the corpus, and use the method of description and interpretation to mark the "very" sentences in the HSK corpus, to make a thorough examination, and to describe and classify the errors in detail. Find out the rules.
There are four chapters in this study.
The first chapter is the introduction, which introduces the present situation of the "very" ontology research, the present situation of the second language teaching research and the value and deficiency of this article. At present, there are many achievements in the study of "very" noumenon. In the field of second language teaching, it tends to study from the angle of errors produced by different mother language learners. Therefore, the corpus analysis method, interlanguage theory, error analysis theory and other related theories are used to analyze the errors of "very".
The second chapter is the explanation of the theory and research methods based on this article. The theory is based on the theory of Interlanguage and the theory of error analysis. Both are the important theoretical foundations of the theory of language acquisition. In order to make the students study the law of "very" more comprehensive and deeper, we searched the words "very", "very" and "too, true, the most," the misuse, a total of 392 cases of the corpus. Under the premise of following the original corpus, the selected corpus is marked or fine tuned.
The third chapter uses the interlanguage theory and the error analysis theory to make an in-depth analysis of the "very" errors in the study of the foreign students. From the angle of misuse, omission, misuse and other words, the three plane theory (grammar, semantics, pragmatics) is the benchmark, and 392 cases are analyzed for the study scope. Misuse a section from the angle of misuse of words with similar meaning The misuse of words "very" and "true, too, more, more (more)" is very frequently misused, and the misuse of "very" in the comparative sentence is also a significant feature. In addition, a brief analysis of the misuse in the comparative sentence, such as "the most, the most, so, very, very, the more," is briefly described. To modify adjective components and the angle of verb elements to analyze the missing "very" material in the foreign students' composition, and point out that "very" in the sentence is the essential reason for "very" with the sentence or the function of the syllable rhythm. "" modifier noun "," very "modifies the error of the verb component analysis" very "misinformation. By the description of the character, the article analyzes the confusion between" very "and" heel, ruthless, hate, and ". Through the comprehensive description and analysis of the above four aspects, the" very "syntactic, semantic and pragmatic rules are made more obvious. It also makes foreign students learn "very" error rules clearly.
The fourth chapter, based on the previous study of "very" errors in the study of foreign students, summarizes the causes of errors and proposes teaching suggestions. The reasons for errors are explained from five aspects, such as negative transfer of the mother tongue, the generalization of the target language rules, the strategy of learning, the influence of the teaching materials, the error of teaching and so on, and the explanation to the "very" from the "very" The comparison of synonyms, from the "very" grammar to the font, from the cognitive psychology of the students to the teaching methods of the teachers, and from the "very" noumenon to the implication of the cultural connotation, gives the "very" second language teaching suggestions.
【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

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