“要不”的偏误分析及教学策略

发布时间：2018-07-20 20:19

【摘要】：本文重点研究“要不”一词,它是现代汉语中重要的虚词。本文在前人研究的基础上,将“要不”视作四种用法：[要不1]连词,表假设；[要不2]连词,表选择；[要不3]副词,表建议；[要不4]副词,表醒悟。文章先从“要不”的本体出发,从词义、句间语义关系、句法等角度对“要不”的四种用法进行描写,而后从二语习得状况和偏误分析角度进行研究,分析偏误来源,总结归纳出“要不”的五种偏误类型,为对外汉语教学提出五点建议。第一部分是对“要不”的本体研究。一般的字典和辞书都有对“要不”的注释,但大都只有两个义项,或解释不明。史金生、陈若君等曾对“要不”的语法化过程和篇章功能进行过探讨,总结出一些结论。本文结合前人的学术成果,先列出“要不”的四种用法,然后从句法、分句间语义关系、句中位置以及时态等四个方面提出自己的见解。第二部分是对“要不”二语习得状况的调查。通过中介语语料库与实地调查,摸清了“要不”在留学生中的使用状况。通过调查,笔者发现了一些隐藏在二语习得者使用中的现象：首先,初级以上的二语习得者几乎都认为已经学习过“要不”,对“要不1”、“要不3”的认知度较高；其次,并非汉语水平越高对“要不”的掌握程度就越高；再者,二语习得者大都认为“要不”存在多种用法,但其所选用法与实际用法并不相符。第三部分是对“要不”的偏误分析。依据调查中得到的语料以及日常搜集的语料,笔者归纳出了“要不”的五种偏误类型,并针对上述五种偏误类型,笔者从其根源讨论了偏误产生的原因,而后从对外汉语教学的角度提出了“要不”的教学策略。提出了“要不3——要不1——要不2——要不4”的教学次序。本文的创新之处在于首次分析总结出了“要不”的五种偏误类型：1)混淆“要不”与“要”+否定副词“不”；2)象似性：混淆“要不”与“要不要”：3)“要不1”连接的小句中缺少谓语动词；4)“要不1”句中S1和S2的问题；5)“要不3”句中语气词使用不当。其中第四种偏误类型还可以细分为四种情况：①分句之间没有停顿；②S1中缺少表达建议的词语；③“未然+未然”时态中S2中没有表示未然的词语；④S1与S2之间的逻辑关系不正确。为对外汉语教学提供了实质性的辅助材料。对外汉语作为一门新兴学科越来越受到语言学界的重视,既促进了对比研究的发展也为本体研究提供了新的视角。本文通过在对外汉语教学中发现“要不”使用存在的问题,深入研究“要不”的本体,经过与二语习得者使用状况的对比,抽象出二语习得者的偏误类型,提出教学建议,从而推动二语习得者的语言系统向着目的语系统不断发展完善。
[Abstract]:This paper focuses on the word "no", which is an important function word in modern Chinese. On the basis of previous studies, this paper regards "either" as four usages: [either 1] conjunct, table hypothesis; [2] conjunct, table choice; [3] adverb, table suggestion; [4] adverb, disillusionment. The article first describes the four uses of "no" from the Noumenon, the semantic relationship between sentences and the syntactic, and then studies the situation of second language acquisition and error analysis to analyze the source of errors. This paper sums up five types of errors, and puts forward five suggestions for teaching Chinese as a foreign language. The first part is the Noumenon study of "No". Dictionaries and dictionaries generally have "no" notes, but most have only two meanings or explanations. Shi Jinsheng and Chen Ruojun have discussed the grammaticalization process and textual function of "No", and summed up some conclusions. Combined with the previous academic achievements, this paper first lists four uses of "no", and then puts forward his own views from four aspects: syntax, semantic relationship between clauses, position and tense of sentences. The second part is a survey of the situation of second language acquisition. Through interlanguage corpus and field investigation, we find out the usage of "otherwise" in foreign students. Through the investigation, the author finds some hidden phenomena in the use of L2 learners: first, almost all the L2 learners above the primary level think that they have learned "either", and "either 1" or "no 3" have a higher degree of awareness. It is not that the higher the level of Chinese proficiency, the higher the degree of mastery of "no". Moreover, most second language learners think that there are many uses of "no", but the chosen usage is not consistent with the actual usage. The third part is the error analysis of "no". Based on the data obtained from the investigation and the daily data collected, the author concludes five types of errors of "no", and discusses the causes of the errors from the root of the above five types of errors. Then, from the perspective of teaching Chinese as a foreign language, it puts forward the teaching strategy of "no". The teaching order of "either 3-1-2-4" is put forward. The innovation of this paper lies in the first analysis and summary of the five types of bias of "either": 1) confusion between "either" and "to" negate the adverb "no"; 2) iconicity: confusion between "either" and "want" or "1" in which the predicate verb "/ 4" is missing in the clause "or" 1 ") the question of" 1 "and" S2 "(5) the use of modal words in" or 3 "sentence is improper. The fourth type of bias can also be subdivided into four cases: there is no pause between clauses 1 and there are no words in S 2 in the tense of "Preemptive Preemption" that lack the expression of suggestion in the phrase "No pause" in the phrase "No." in the tense of "Preemptive Preemptive", there is no word in S _ 2. The logical relationship between S1 and S2 is incorrect. It provides substantial auxiliary materials for teaching Chinese as a foreign language. As a new discipline, Chinese as a foreign language has been paid more and more attention by linguists, which not only promotes the development of contrastive research, but also provides a new perspective for ontology research. In this paper, we find out the problems in the use of "either" in teaching Chinese as a foreign language (TCFL), deeply study the Noumenon of "no", compare it with the situation of L2 learners, abstract out the types of errors of L2 learners, and put forward some teaching suggestions. Thus, the language system of second language learners is continuously developed and improved towards the target language system.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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