基于中介语语料库的汉语介词习得研究
发布时间：2018-09-07 18:31
【摘要】：介词作为虚词的一种，在汉语语法系统中有着独特的价值和重要的功能。介词在日常交际活动中使用率极高，而其抽象的语法意义及灵活的用法，增加了汉语习得者学习的难度，使得汉语介词教学一直成为汉语语法教学的重点及难点。本文以汉语中介语语料库为依托，在对大规模语料进行整理分析的基础上，结合汉语介词本体研究和二语习得研究的相关理论，对二语习得者出现的介词偏误进行整理、分类、分析，并根据偏误产生的原因，提出减少偏误的教学对策。 首先，以汉语水平考试要求的介词为研究范围，对中介语语料库所涉及的语料进行整理分析，对语料中出现的介词偏误进行了分类并予以分析。在二语习得理论的指导下，，对使用频次高、出错频次也高的介词“从”、“向”、“对于”进行了重点的偏误分析。结合所分析的介词偏误语料，我们探讨了这些偏误产生的主客观原因，即母语的负迁移、目的语的泛化和教学引导上的不足。 基于以上的分析，从普遍语言学的角度上对汉语介词习得的教学和研究工作提出几点建议：一、了解习得者的学习难点；二、科学安排课程和编写教材；三、从对外汉语教学的角度研究汉语介词。寄望能够在普遍意义上对不同母语背景的汉语习得者在介词学习的过程中有一定的使用价值和指导意义。
[Abstract]:As a kind of function words, prepositions have unique value and important function in Chinese grammar system. The usage of prepositions in daily communication activities is very high, and its abstract grammatical meaning and flexible usage increase the learning difficulty of Chinese learners, and make the teaching of Chinese prepositions become the focus and difficulty of Chinese grammar teaching all the time. Based on the corpus of Chinese interlanguage, based on the analysis of large-scale corpus, combined with the relevant theories of Chinese preposition ontology and second language acquisition, this paper collates and classifies preposition errors of L2 learners. Based on the analysis of the causes of errors, the teaching countermeasures to reduce errors are put forward. Firstly, taking the prepositions required by the Chinese proficiency Test as the research scope, the corpus data involved in the interlanguage corpus are analyzed, and the preposition errors in the corpus are classified and analyzed. Under the guidance of the second language acquisition theory, the prepositions with high frequency of use and high frequency of errors are analyzed in terms of "from", "to" and "towards". Combined with the preposition bias data, we discuss the subjective and objective causes of these errors, that is, the negative transfer of mother tongue, the generalization of the target language and the deficiency of teaching guidance. Based on the above analysis, this paper puts forward some suggestions on the teaching and research of Chinese preposition acquisition from the perspective of general linguistics: first, to understand the learners' learning difficulties; second, to arrange the curriculum and compile textbooks scientifically; third, This paper studies Chinese prepositions from the perspective of teaching Chinese as a foreign language. It is hoped that Chinese learners with different mother tongue backgrounds will have some practical and instructive significance in the process of preposition learning in general sense.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2229081
[Abstract]:As a kind of function words, prepositions have unique value and important function in Chinese grammar system. The usage of prepositions in daily communication activities is very high, and its abstract grammatical meaning and flexible usage increase the learning difficulty of Chinese learners, and make the teaching of Chinese prepositions become the focus and difficulty of Chinese grammar teaching all the time. Based on the corpus of Chinese interlanguage, based on the analysis of large-scale corpus, combined with the relevant theories of Chinese preposition ontology and second language acquisition, this paper collates and classifies preposition errors of L2 learners. Based on the analysis of the causes of errors, the teaching countermeasures to reduce errors are put forward. Firstly, taking the prepositions required by the Chinese proficiency Test as the research scope, the corpus data involved in the interlanguage corpus are analyzed, and the preposition errors in the corpus are classified and analyzed. Under the guidance of the second language acquisition theory, the prepositions with high frequency of use and high frequency of errors are analyzed in terms of "from", "to" and "towards". Combined with the preposition bias data, we discuss the subjective and objective causes of these errors, that is, the negative transfer of mother tongue, the generalization of the target language and the deficiency of teaching guidance. Based on the above analysis, this paper puts forward some suggestions on the teaching and research of Chinese preposition acquisition from the perspective of general linguistics: first, to understand the learners' learning difficulties; second, to arrange the curriculum and compile textbooks scientifically; third, This paper studies Chinese prepositions from the perspective of teaching Chinese as a foreign language. It is hoped that Chinese learners with different mother tongue backgrounds will have some practical and instructive significance in the process of preposition learning in general sense.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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