日韩学生汉语助动词“应该”“可以”习得偏误分析

发布时间：2018-07-28 12:43

【摘要】：助动词是留学生学习汉语的重点和难点，也是汉语研究中相对薄弱的一环。为使留学生更好更快地掌握汉语助动词，也为了提高汉语教学和学习的效率，本文以北京语言大学“HSK动态作文语料库”为语料来源，考察了日韩留学生在习得汉语助动词“应该”和“可以”时常出现的一些问题，总结了它们的偏误类型，探求了出现偏误的原因，进而对汉语助动词教学提了几点建议。全文共分五章: 第一章，绪论部分，介绍了选题的目的、背景、意义及本文的研究范围、前人的研究成果等。第二章，对关于“应该”“可以”的汉语本体知识进行了梳理，包括句法、语义、语用方面的分析。第三章，在对语料进行相关统计的基础上，对语料库中日韩学生错用“应该”和“可以”的句子进行偏误的整理和分类。包括该用而未用的，不该用而乱用，该用甲词却用了乙词的等情况。第四章，，偏误原因分析。从“教”和“学”两个角度出发分析留学生产生偏误的原因，主要是由于母语干扰、目的语规则的过度泛化等自身原因和学习策略不当、教材编写等外部环境不适当诱导产生的。第五章，主要针对课堂教学探讨助动词的教学策略。在词义解释方面、练习方面、教材编写方面等都需要努力改进。
[Abstract]:Auxiliary verbs are the key and difficult points for foreign students to learn Chinese, but also a relatively weak link in the study of Chinese. In order to make foreign students master Chinese auxiliary verbs better and faster, and to improve the efficiency of Chinese teaching and learning, this paper takes the HSK dynamic composition Corpus of Beijing language and language University as the data source. This paper examines some problems that often arise in the acquisition of Chinese auxiliary verbs by Japanese and Korean students, summarizes their types of errors, probes into the causes of errors, and puts forward some suggestions for the teaching of Chinese auxiliary verbs. The full text is divided into five chapters: chapter one, introduction, introduces the purpose, background, significance and research scope of this paper, as well as the previous research results. The second chapter combs the Chinese ontology knowledge about "should" and "can", including syntactic, semantic and pragmatic analysis. In the third chapter, on the basis of the related statistics of the corpus, the students in Chinese, Japanese and Korean are wrongly arranged and classified the sentences of "should" and "can". Including the use but not the use, should not use and misuse, should use a word but used the word B and so on. Chapter four analyzes the causes of errors. From the perspective of "teaching" and "learning", this paper analyzes the causes of errors caused by foreign students, mainly due to the interference of their mother tongue, the overgeneralization of the target language rules, and the improper learning strategies. The external environment, such as the compilation of textbooks, is not suitable to induce it. The fifth chapter mainly discusses the teaching strategies of auxiliary verbs in classroom teaching. In terms of word meaning interpretation, practice, textbook preparation, and so on, efforts should be made to improve.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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