留学生习得汉语时间副词“就”的偏误分析

发布时间：2018-04-13 14:02

本文选题：时间副词“就” + 学习策略　；参考：《吉林大学》2013年硕士论文

【摘要】：对于不以汉语为母语的学习者而言，虚词的掌握是其汉语学习的难点之一，其中副词“就”是典型例子。副词“就”作为初级语法点，在其所在语境中所表意义各不相同，使用频率多，，义项繁多是它的特点。然而，正是因为其义项繁多，给留学生的学习带来许多困扰。在现实教学中，不只是初级和中级学生，对于那些已取得高级汉语水平资格的学生来说，使用偏误也是常见现象。在现有的文献资料中，关于副词“就”的偏误研究有很多，而把“就”作为时间副词来考察与分析偏误的资料并不是很多。基于此，笔者分别从理论研究和对教材的分析考察，结合对北京语言大学HSK动态作文语料库的考察方式，重点研究时间副词“就”的偏误在对外汉语教学实践中的作用。本文主要根据汉语本体及第二语言习得相关理论成果为研讨依据，运用偏误分析的理论及实例来分析留学生在汉语学习中，对时间副词“就”的运用以及偏误原因和相应的学习策略。也就是过度泛化、教材讲解不当以及学习策略不当等在其学习中的影响。笔者重点从如下方面着手研究：一是参照权威学术研究理论成果及各类词典和工具书籍，对时间副词“就”的相关句式筛选分类；二是在过去研究成果基础上归纳梳理，主要以北京语言大学HSK动态作文语料库为研究，来考察时间副词“就”在对外汉语教学中的表现形式；笔者认为，通过考察研究，绝大部分时间副词“就”的义项被所考察教材涵盖，但不可否认，重要义项的忽略、语法点安排不合理、举例不典型以及讲解和练习失调等现象还是存在的。所以，在此基础上，笔者一并提出了解决方案和改进建议。实际对外汉语教学过程中，如何教授学生该语法点非常重要。因此，笔者结合北京语言大学HSK动态作文语料库的语料，总结了汉语时间副词“就”的注释，并结合了偏误研究的理论成果，及第二语言原理教学方法，有针对性的对教材中存在的各种问题提出解决建议。笔者认为，教学中对时间副词“就”的讲解采用情景法以及对比法比较妥当。本文希望，通过对时间副词“就”研究，能为对外汉语教学以及相关教学提供力所能及的帮助及启发，起到抛砖引玉的作用。
[Abstract]:For learners who do not speak Chinese as their mother tongue, the mastery of function words is one of the difficulties in learning Chinese, and the adverb "just" is a typical example.As a primary grammatical point, the adverb "Zai" has different meanings in its context, more frequency of use and various meanings.However, it is precisely because of its various meanings, to the study of foreign students brought a lot of trouble.In practical teaching, it is not only primary and middle level students, but also the use error is common for those students who have already obtained advanced Chinese proficiency qualification.In the existing literature, there are a lot of researches on the errors of adverbs, but there are not a lot of data about using the adverbs as time adverbs to investigate and analyze the errors.Based on this, the author focuses on the role of the bias of time adverb in teaching Chinese as a foreign language in the practice of teaching Chinese as a foreign language (TCFL) from the theoretical research and the analysis of the teaching materials, combined with the investigation of the HSK dynamic composition corpus of Beijing language and language University.On the basis of Chinese Noumenon and related theoretical achievements of second language acquisition, this paper uses the theory and examples of error analysis to analyze foreign students in Chinese learning.The use of time adverb, the causes of errors and the corresponding learning strategies.In other words, overgeneralization, improper explanation of teaching materials and improper learning strategies influence their learning.The author focuses on the following aspects: first, classifying the relevant sentence patterns of the temporal adverb "Zou" by referring to the theoretical achievements of authoritative academic research and various dictionaries and tool books; second, summing up and combing on the basis of the past research results.Based on the HSK dynamic composition Corpus of Beijing language and language University, this paper investigates the expression of time adverb "Zai" in teaching Chinese as a foreign language.Most of the meanings of the adverbs are covered by the textbooks, but it is undeniable that the neglect of important meanings, the unreasonable arrangement of grammatical points, the atypical examples and the misalignment of explanation and practice still exist.Therefore, on this basis, the author also put forward solutions and suggestions for improvement.In the process of teaching Chinese as a foreign language, how to teach students the grammar is very important.Therefore, based on the data of HSK dynamic composition Corpus of Beijing language and language University, the author summarizes the annotation of Chinese time adverb "Zuo", and combines the theoretical results of bias research and the teaching method of second language principle.Some suggestions are put forward to solve the problems existing in the teaching materials.The author thinks that it is appropriate to use situational method and contrastive method to explain the adverb of time in teaching.This paper hopes that the study of the time adverb "just" can help and enlighten the teaching of Chinese as a foreign language as well as the relevant teaching.
【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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