留学生疑问代词非疑问用法的偏误及习得情况考察

发布时间：2018-08-18 17:33

【摘要】：由于疑问代词是现代汉语代词中重要而又常用的类别，在对外汉语教学中应该作为一个重点来进行研究。现有成果中涉及疑问代词的研究，大多是将疑问代词的用法分开研究，或者是只选取单个疑问代词非疑问用法进行研究，没有放在一起综合考察，当前汉语疑问代词的习得及其偏误研究缺乏整体考察。因此，笔者首先根据各大纲词频、等级把常用疑问代词作为研究对象，然后综合考察了中介语语料库（北京语言大学“HSK动态作文语料库”和暨南大学“留学生书面语语料库”），进行疑问代词偏误语料的收集,并对常用的疑问代词的典型出错语料进行解释与纠正，对偏误进行统计和分析。接着，针对语料库中偏误语料杂而少的问题，有意识地设计了测试卷，，通过测试卷的回收与分析，试图对疑问代词非疑问用法的习得难度进行判定，对留学生的疑问代词习得情况有一个更加清晰的认识，从而指导教学。最后结合上文的测试卷和语料库分析结果，对疑问代词非疑问用法的偏误也进行了原因上的分析。最后，针对以上疑问代词偏误语料的统计与留学生测试卷的习得情况分析,本文从教师教学与学生学习策略的角度对疑问代词非疑问用法教学提出了一些建议，目的是希望在对外汉语教学中,对疑问代词各种非疑问用法的顺序编排和讲解更具科学性、合理性，从而让留学生更好地掌握非疑问用法，减少偏误的发生。
[Abstract]:As interrogative pronouns are important and commonly used in modern Chinese pronouns, they should be studied as a key point in teaching Chinese as a foreign language. Most of the research on interrogative pronouns involved in the existing research is to study the usage of interrogative pronouns separately, or to study the non-interrogative usage of single interrogative pronouns, but not to study them in a comprehensive way. At present, the acquisition of Chinese interrogative pronouns and their errors are not investigated as a whole. Therefore, according to the frequency and rank of each syllabus, the author first takes the commonly used interrogative pronouns as the object of study. Then, the interlanguage corpus (HSK dynamic composition Corpus of Beijing language and language University and the International students' Writing Corpus of Jinan University) is studied to collect the interrogative pronoun errors. At the same time, the typical error data of common interrogative pronouns are explained and corrected, and the errors are statistically analyzed. Then, aiming at the problem of miscellaneous and less errors in the corpus, the paper designs the test volume consciously. Through the recovery and analysis of the test volume, the author tries to judge the difficulty of the acquisition of the non-interrogative usage of the interrogative pronoun. There is a clearer understanding of the acquisition of interrogative pronouns for foreign students to guide the teaching. Finally, based on the results of test volume and corpus analysis above, the errors of non-interrogative usage of interrogative pronouns are also analyzed. Finally, in view of the statistics of interrogative pronoun errors and the analysis of the acquisition of foreign students' test papers, this paper puts forward some suggestions on the teaching of non-interrogative usage of interrogative pronouns from the perspective of teachers' teaching and students' learning strategies. The purpose is to make it more scientific and reasonable to arrange and explain the order of non-interrogative usage of interrogative pronouns in teaching Chinese as a foreign language, so that the students can master the non-interrogative usage better and reduce the occurrence of errors.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3

【参考文献】