程度副词作补语的偏误分析及教学策略

发布时间：2018-08-04 10:26

【摘要】：一直以来,人们都认为能够充当补语成分的词主要是形容词和动词。后来,新的语言现象的出现促使我们重新梳理已成系统的理论。虽然有些学者提出了副词也可以作补语的观点,但是仅限于“很”、“极”。如今,随着语言研究的深入,越来越多的人开始关注和认识到,程度副词的范围正在逐渐扩大,而能够充任程度补语的副词也不在少数。然而,语言事实的理论化是一个探索与研究更迭交错、反反复复的过程。任何语法观点的合理性都是如此。因此,有关程度副词作补语的研究还比较薄弱,相关的研究成果也非常少。针对这个情况,本文从大量的资料中筛选出了一些程度副词,并且结合外国留学生的实际使用情况,最后确定了“很”、“多”、“不得了”作为本文的主要论述对象。对于每一个词,我们都从已有的理论成果中考察它的发展轨迹,并且运用周小兵先生提出的“误加”、“误代”、“杂糅”、“遗漏”、“错序”的偏误描述方法对留学生的偏误用例加以恰当地分析和说明,旨在能够促进对外汉语教学的进一步发展与完善。绪论涉及了四个方面的内容：研究缘起、研究现状、本文的研究对象和语料情况的说明。第一章首先从历时角度探讨了副词的发展过程,并且较详细地阐述了以往研究中有关副词的界定和分类。另外,就程度副词的表述和划分标准做了一一介绍。其次,还详述了前人对程度副词作补语的看法以及简单回顾了偏误理论在中国语言学界的发展历程。第二章则先讨论了副词“很”作补语的本体研究,继而分析了外国留学生在使用“很”作补语时所产生的偏误用例以及解释了原因。本章最后针对偏误情况提出了一些教学上的策略,以便为课堂教学提供一点儿参考。第三章对“多”作补语的本体研究情况进行了总结,发现“多”作程度补语时可以构成“-得多”和“-多了”两种句法形式,并且都用于比较句。同时,分析了“多”充当程度补语时的偏误用例及相关原因。另外,比较了不能用于“比”字句的副词“很”和能用于“比”字句的“多”在充当程度补语时的异同。本章最后就留学生习作中的问题简述了一些教学技巧。第四章通过对“不得了”作补语的本体情况的回顾,指出它属于正逐步走向虚化的“唯补准副词”,因此有关它的偏误语料并不多。并且,对同为非比较句中的程度补语“很”与“不得了”的异同做了简单的归纳。最后,在偏误研究的基础上,本章提出了几点教学上的建议。最后结论部分则简述了本文的创新之处,并且提出了一些研究上的不足。
[Abstract]:All along, people think that the words that can be used as complement are mainly adjectives and verbs. Later, the emergence of new linguistic phenomena prompted us to rearrange the theory of system. Although some scholars have put forward the idea that adverbs can also be used as complements, they are limited to "very" and "extremely". Nowadays, with the development of language research, more and more people begin to pay attention to and realize that the range of degree adverbs is gradually expanding, and that there are not a few adverbs that can act as degree complements. However, the theorization of linguistic facts is a process of exploration and research. This is true of any grammatical point of view. Therefore, the study of degree adverbs as complements is relatively weak, and the related research results are very few. In view of this situation, some degree adverbs are screened out from a large amount of data, and combined with the actual use of foreign students, it is finally determined that "very", "many", "not so much" as the main object of this paper. For each word, we examine its development path from the existing theoretical results, and use the "wrong addition", "wrong generation", "hybridity" and "omission" put forward by Mr. Zhou Xiaobing. In order to promote the further development and perfection of teaching Chinese as a foreign language, the error description method of "error preface" gives a proper analysis and explanation to the error cases of foreign students. The introduction involves four aspects: the origin of the research, the status quo of the research, the object of this study and the description of the corpus. The first chapter discusses the development process of adverbs from a diachronic point of view and expounds in detail the definition and classification of adverbs in previous studies. In addition, the degree adverbs of the description and classification of standards are introduced one by one. Secondly, the author gives a brief review of the development of error theory in Chinese linguists. The second chapter discusses the ontological study of the adverb "very" as a complement, and then analyzes the error cases and explains the reasons of the foreign students when using the adverb "very" as the complement. At the end of this chapter, some teaching strategies are put forward in order to provide some reference for classroom teaching. Chapter three summarizes the Noumenon study of "many" as complement, and finds that "more" can form two syntactic forms of "more" and "more", and both of them are used as comparative sentences. At the same time, the paper analyzes the error cases and the related reasons when "more" is used as a complement of degree. In addition, we compare the similarities and differences between the adverb "Shi" which can not be used in "bi" and the "more" which can be used as a complement of degree. At the end of this chapter, some teaching skills are briefly described. In chapter four, by reviewing the Noumenon of the complement, the author points out that it is a kind of "complement quasi-adverb" which is gradually moving to the void, so there are not many wrong materials about it. In addition, the similarities and differences between the degree complement "very" and "terrible" in the same non-comparative sentence are briefly summarized. Finally, on the basis of error research, this chapter puts forward some teaching suggestions. In the last part, the innovation of this paper is briefly introduced, and some deficiencies in the research are put forward.
【学位授予单位】：西北大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H146

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