母语为英语的留学生汉语时间副词习得研究

发布时间：2018-06-05 23:43

本文选题：“再” + “又”　；参考：《西安外国语大学》2013年硕士论文

【摘要】：众所周知,汉语缺乏明确的形态标记,虚词在表达语法意义方面起着重要作用。虚词中副词的用法丰富而灵活,时间副词表示时态等范畴,是虚词研究中的重点之一；时间副词具有数量多、含义复杂、用法灵活的特点,也是对外汉语教学中的难点之一。本文对《汉语水平词汇与汉字等级大纲》中甲级词中出现频率较高的时间副词,“再”和“又”,“马上”和“立刻”进行动态性(初级、中级、高级)的英美留学生中介语习得研究,以期更好地了解留学生习得这两对词语的过程,从而找到改进教学的科学对策。我们讨论了现代汉语时间副词的定义，并按照所表示的“时”“态”意义对时间副词进行分类，对时间副词的特性加以描述，并对汉英两种语言这两对时间副词的表达进行了对比和比较。我们对“HSK动态作文语料库”进行调查，，找出了留学生中介语中“再”、“又”、“马上”、“立刻”在初中高级各个阶段的正确习得的规律。论文对语料库中偏误的形式和特点进行了描写。“再”在初级阶段主要的偏误形式与“在”混用；“再”在中级阶段主要的偏误是缺失；在高级阶段，与其他时间副词的误代是主要偏误形式。在初级阶段，“又”的偏误主要是和“有”误代；中级阶段是和其他时间副词的误代混用；还有一种偏误就是运用“又又”、“既又”等结构而出现的偏误。高级阶段中对于“又”的误代逐渐减少，但出现了新的误代形式：和起连接作用的副词误代。留学生在学习“立刻”“马上”这组时间副词时普遍会犯的错误主要是：“立刻”“马上”的混淆；“马上就”搭配的运用不当，主要是位置错误。以上这些偏误产生的主要原因在于：母语的负迁移、教材编写和教师课堂教学的失误、学生学习策略的问题等。我们还对本校留学生进行了问卷调查，进一步证明了两对时间副词习得的规律，最后，根据不同阶段的特点结合具体的教学方法，对教学做出了科学的设计。
[Abstract]:As we all know, Chinese lacks clear morphological markers and function words play an important role in expressing grammatical meaning. The use of adverbs in function words is rich and flexible, time adverbs express tense and so on. It is one of the key points in the study of function words. Time adverbs have the characteristics of more quantity, complicated meaning and flexible usage, but also in teaching Chinese as a foreign language. One of the difficult points of this paper is a study on the acquisition of interlanguage acquisition of British and American students in the "Chinese level vocabulary and the Chinese character Grade Syllabus" with a higher frequency of time adverbs, "re" and "again", "immediately" and "immediately", in order to better understand the oversea students' acquisition of these two pairs of words. In order to find a scientific way to improve teaching.
We discuss the definition of the time adverb in modern Chinese, and classify the time adverbs according to the meaning of "time" and "state", and describe the characteristics of the time adverbs, and compare and compare the expression of the two pairs of time adverbs in the two languages of Chinese and English.
We investigate the "HSK dynamic composition corpus" and find out the rules of "re", "again", "right now", "immediately" and "immediately" in the senior middle of junior high school.
The paper describes the forms and characteristics of errors in the corpus. The main error form of "re" in the primary stage is mixed with "in"; the main error of "re" in the intermediate stage is missing; in the advanced stage, the misuse of other adverbs of time is the main error form. "Misrepresentation; intermediate stage is misuse of adverbs of adverbs of other time; one kind of error is to use" again "," not only "and other structural errors. In the advanced stage, the misuse of" again "gradually decreases, but a new form of misrepresentation has appeared: and the adverb used to replace it. The student is learning" immediately " The common mistake in the "immediate" Adverb of the time adverb is the confusion of "immediately" and "immediately", and the improper use of the "immediately" collocation is mainly a position error.
The main reasons for these errors are: the negative transfer of mother tongue, the compilation of textbooks, the failure of teachers' classroom teaching, and the problems of students' learning strategies.
We also conducted a questionnaire survey on the students of our university, and further proved the law of the two pairs of time adverbs acquisition. Finally, according to the characteristics of different stages and the specific teaching methods, we have made a scientific design of the teaching.
【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】