泰国学生使用汉语时间副词的偏误分析

发布时间：2018-02-03 04:25

本文关键词： 泰国学生时间副词偏误分析　出处：《吉林大学》2013年硕士论文　论文类型：学位论文

【摘要】：从对外汉语教学的角度来说，时间副词是挺难教也挺难掌握的一个小类，就是说，是对外汉语教学的一个难点。这主要是由于时间副词这个集合太复杂。它们语义空灵，几乎每个副词在句法上都有自己的个性，，且用法多变；不仅数量大，而且相近的多。比如“已经、曾经”形近；“马上、立刻”义近；“一向、向来”形义皆近。相近就容易弄错，相近就要讲如何区分；可是，要一下子讲清它们之间的区别与联系还真不是一件容易的事，因为本体研究方面还不能提供足够的成果。本体语法研究，虚词和句式比较受重视；副词，一般看作实词，被重视的程度就差一些。因而这方面的成果，特别是可以为对外汉语课堂所用的成果还不多。没有本体研究成果的支撑，对外汉语教学的效果就会大打折扣。同时还必须看到，教学的需要是促进本体研究的动力之一。本体研究的最终意义是服务于应用，而对外汉语教学是一个重要的应用领域。所以本体研究也要了解应用领域里需要什么。由教学领域提出问题，引发本体研究的重视，然后将本体研究成果转化为教学成果，这个过程应该是一个良性的循环。基于此种想法，本文对泰国学生使用时间副词的偏误情况进行了调查，并做了些研究，分析了偏误的成因，尝试为对外汉语时间副词的教学提供有益的建议。本文以《中国汉语水平考试大纲[高等]》甲、乙、丙、丁四级词汇表以及《高等学校外国留学生汉语言专业教学大纲》(一至四年级)词汇表中所选取的37个时间副词为研究范围，以泰国清莱皇家大学的大二汉语专业的80名学生为调查对象，通过对问卷调查和搜集到的作文作业进行整理和分析，把偏误分成了四类：缺失、错序、误增、错选。经分析得出，导致错误的主要原因有：泰国学生母语的负迁移、目的语的负迁移、教师教学中的失当（此项与本体研究薄弱有关）、以及教材的因素（此项也与本体研究薄弱有关）等。最后，本文探讨了对外汉语时间副词的教学方法，并对教师的教学策略提出了采用近义时间副词辨析法的建议（详见第五章第一节），同时，也对对外汉语教材的编写提出了建议（详见第五章第三节）。
[Abstract]:From the perspective of teaching Chinese as a foreign language, temporal adverbs are difficult to teach and difficult to master, that is to say. It is a difficult point in teaching Chinese as a foreign language. This is mainly due to the complexity of the set of time adverbs. Almost every adverb has its own syntactic personality and its usage is changeable. Not only a large number, but also a lot of similar. For example, "already, once" near; "at once, now" is near; "all the time," the form and meaning are close. It is easy to make a mistake if one is close, and one must tell how to distinguish between them. However, it is not easy to clarify the differences and connections between them at once, because the ontological research can not provide enough results. The study of ontological grammar, function words and sentence patterns are paid more attention to; Adverbs, which are generally regarded as notional words, are valued to a lesser extent. Therefore, the achievements in this respect, especially those that can be used in TCFL, are not much. There is no support for the results of ontology research. The effect of teaching Chinese as a foreign language will be greatly reduced. At the same time, we must also see that the need of teaching is one of the driving forces to promote ontology research. The ultimate significance of ontology research is to serve the application. However, teaching Chinese as a foreign language is an important application field. Therefore, ontology research should also understand what is needed in the application field. Then the ontology research results into teaching results, this process should be a virtuous cycle. Based on this idea, this paper investigates the errors in the use of time adverbs by Thai students, and does some research. This paper analyzes the causes of errors and tries to provide useful suggestions for the teaching of time adverbs in TCFL. The outline of Chinese proficiency Test [Higher] > > A, B, C, D4 vocabularies and 37 time adverbs selected in the syllabus of Chinese language majors for Foreign students in Colleges and Universities (grades 1 to 4) are selected as the scope of the study. Taking 80 sophomores majoring in Chinese from Royal University of Ching Rai in Thailand as the research subjects, this paper classifies errors into four categories: missing, wrong order, and error increasing through sorting out and analyzing the questionnaire and the collected composition assignments. Through the analysis, the main reasons are: the negative transfer of Thai students' mother tongue, the negative transfer of target language, and the improper teaching of teachers (this is related to the weakness of ontology research). As well as the teaching material factor (this also has to do with the ontology research weakness) and so on. Finally, this paper discusses the teaching methods of time adverbs in TCFL, and puts forward some suggestions for teachers' teaching strategies to use synonymous temporal adverbs (see section 1 of Chapter 5th, at the same time). The author also puts forward some suggestions on the compilation of teaching materials for Chinese as a foreign language (see Section 3 of Chapter 5th for details.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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