程度—语气副词的习得考察

发布时间：2018-04-19 03:00

本文选题：程度-语气副词 + 偏误　；参考：《复旦大学》2013年硕士论文

【摘要】：汉语中存在着这样一类副词,它们既表示程度,又表示语气。本文以“真”、“太”、“多(多么)”、“最”、“可”五个副词为研究对象,将这些既可以表示程度又可以表示语气的副词另立一类,称为“程度-语气”副词。在语料分析的基础上,重点考察它们作为“程度-语气”副词的输出情况和偏误情况,探究偏误成因并提出相关的教学建议。本文主要分为六个部分：第一章介绍选题原因,理论意义,对外汉语教学价值,研究对象、思路和方法以及相关研究综述等。第二章以“真”、“太”、“多(多么)”、“最”、“可”五个词语为重点考察对象,对现代汉语副词中的“程度-语气”副词这一小类进行了描写和界定,并对其意义、用法、句法限制等进行了归纳。第三章使用定量分析的方法分别考察了中介语语料(约50万字)和本族人语料(约50万字)中五个程度-语气副词的输出情况,并将两者进行对比分析,初步得出学习者的习得顺序。第四章通过人工检索的方法统计出五个程度-语气副词的偏误量并计算出偏误率,从“句法-语义偏误”、“句法-语用偏误”、“兼类偏误”等新的偏误分类角度概括出每个偏误句的偏误类型,并对偏误成因进行探究。最后结合输出和偏误两个方面得出了习得情况等级顺序。第五章综合偏误分析研究、教学大纲设置、教材的编排等情况提出相关教学对策和建议。第六章对本文的研究内容和得出的相关结论进行总结,并指出研究中的不足之处。
[Abstract]:There are such adverbs in Chinese, which denote both degree and mood.In this paper, five adverbs, "true", "too", "many (how)", "most" and "can" are taken as the object of study. These adverbs, which can express both degree and mood, are called "degree-mood" adverbs.On the basis of corpus analysis, this paper focuses on their output and error as "degree-mood" adverbs, probes into the causes of errors and puts forward relevant teaching suggestions.This paper is divided into six parts:The first chapter introduces the reasons, theoretical significance, the value of teaching Chinese as a foreign language, research objects, ideas and methods, as well as a summary of relevant studies.The second chapter focuses on the five words "true", "too", "many (how)", "most" and "can", and describes and defines the subcategory of "degree and mood" adverb in modern Chinese, and its significance.Usage, syntactic restriction and so on are summarized.Chapter three uses quantitative analysis to examine the output of the five degree mood adverbs in the interlanguage corpus (about 500000 words) and the native language data (about 500000 words), and makes a comparative analysis between the two.The acquisition sequence of learners is preliminarily obtained.In chapter 4, the author calculates the error rate of modal adverbs by using the method of manual retrieval, which includes syntactic and semantic errors, syntactic and pragmatic errors.The new classification of errors, such as "concurrent errors", generalizes the types of errors in each error sentence, and probes into the causes of errors.Finally, combined with output and error, the order of acquisition level is obtained.Chapter five puts forward some teaching countermeasures and suggestions on comprehensive error analysis, syllabus setting and textbook arrangement.The sixth chapter summarizes the research content and relevant conclusions, and points out the shortcomings of the research.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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