HSK动态作文语料库中留学生使用“然后”的偏误研究

发布时间：2018-01-14 07:36

本文关键词：HSK动态作文语料库中留学生使用“然后”的偏误研究　出处：《吉林大学》2015年硕士论文　论文类型：学位论文

【摘要】：连词的教学是对外汉语教学的重点和难点，而词语“然后”是最常用的连词之一同时也是留学生使用偏误较多的一个词。为了在以后的汉语教学中规避偏误，使汉语教学工作者更简便更有效地开展对外汉语教学工作，笔者认为选取留学生在学习过程中比较容易产生问题的词语“然后”作为偏误研究对象是有现实意义的。本文以HSK动态作文语料库中搜集到的共300例含有“然后”的偏误语料为研究依据，对“然后”的偏误情况进行分析，总结了“然后”的偏误类型，探讨了偏误产生的原因，并对“然后”的第二语言教学提出建议。本文的论述分为六个部分。第一部分是绪论。介绍本文选题的原因和意义、语料来源以及本文的理论基础和研究步骤。第二部分是研究综述。介绍了“然后”的研究现状以及本文的特色和创新之处。第三部分是留学生使用“然后”及其相关结构的偏误类型。这部分主要运用偏误分析理论，分析总结了留学生使用“然后”出现的误用、遗漏、误加三种偏误类型。误用部分分析了“然后”与“以后”、“后来”、“然而”的误用，论述了“然后”与这些词语的异同，，为下文规避错误提供了依据。遗漏部分和误加部分分别论述了“然后”的遗漏偏误和误加偏误。第四部分阐述了留学生使用“然后”产生偏误的原因。包括母语的负迁移、对外汉语教材编排的影响以及对外汉语教师课堂教学的误导和学习者学习方法的影响。第五部分探讨了针对“然后”偏误的解决策略。包括加强本体研究、科学编排教材以及对教师教学的建议。第六部分是结语部分。这部分总结了本文的研究成果和不足。
[Abstract]:The teaching of conjunctions is the key and difficult point in teaching Chinese as a foreign language, and the word "then" is one of the most commonly used conjunctions, and it is also a word used by foreign students in order to avoid errors in the future Chinese teaching. To make Chinese teaching workers more simple and effective to carry out the work of teaching Chinese as a foreign language. The author thinks that it is of practical significance to select the term "then", which is easy to cause problems in the process of studying, as the object of study. Based on a total of 300 cases of "then" errors collected from the HSK dynamic composition corpus, this paper analyzes the errors of "then" and summarizes the types of errors of "then". This paper probes into the causes of errors and puts forward some suggestions on the second language teaching of "then". The thesis is divided into six parts. The first part is the introduction. It introduces the reasons and significance of this topic, the source of the corpus, the theoretical basis and the research steps of this paper. The second part is a review of the research. The third part is the types of errors in the use of "then" and its related structures by foreign students. This part mainly uses the theory of error analysis to analyze and summarize the misuses and omissions that appear in the use of "then" by foreign students. The misuse part analyzes the misuse of "then" and "later", "later", "however", and discusses the similarities and differences between "then" and "then". This paper provides the basis for the following error avoidance. The missing part and the wrong addition part discuss the omission error and the false addition error respectively. Part 4th explains the reasons for errors in the use of "then" by foreign students, including the negative transfer of their mother tongue. The influence of teaching material arrangement of TCFL, the misdirection of classroom teaching of TCFL and the influence of learners' learning methods. Part 5th discusses the solutions to the "then" bias, including strengthening ontology research. Scientific arrangement of teaching materials and suggestions for teachers' teaching. 6th is the conclusion. This part summarizes the research results and shortcomings of this paper.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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