疑问代词“什么”的偏误分析和教学策略

发布时间：2018-06-11 18:53

本文选题：疑问代词 + 什么　；参考：《辽宁大学》2013年硕士论文

【摘要】：在对外汉语教学中，疑问代词的教学一直一个重点和难点，许多学者对疑问代词的不同层面进行了探究，如疑问代词的分类，疑问代词的疑问焦点，以及疑问代词纵向的历史考场等等。并且取得了一定的理论成果。但是疑问代词“什么”仍是留学生学习的一个难点，如何让学生在最少的实际内掌握疑问代词的疑问用法和非疑问用法；如何让学生准确地使用疑问代词的非疑问用法；如何尽量避免或者降低学生出现偏误的频率，仍是汉语语言学界需要解决的一个问题。本文以疑问代词“什么”为例，探讨疑问代词“什么”的偏误现象和原因，从而提出一些具体的教学建议。本章中首先介绍了划分疑问代词“什么”的理论依据，将疑问代词“什么”分为疑问用法和非疑问用法两大类，非疑问用法中包括了：任指、虚指、例举、否定、反问、设问。然后通过筛选偏误语料库中的语料，总结和归纳疑问代词“什么”在疑问用法和非疑问用法中出现的偏误，主要的偏误类型有：遗漏、错序、误加和误代。在分析偏误现象中发现，留学生经常出现遗漏和错序的偏误，遗漏的偏误大多指的是遗漏关联词或副词及“什么”的紧缩句中第二个“什么”的遗漏；而错序主要指的是疑问代词“什么”与两个或者两个以上的句子结构一起使用时出现的语序上的偏误。如：疑问代词“什么”与肯定句、存现句的共同使用时的偏误，以及与一些特殊句式“一......就......”同时使用的偏误。通过分析这些偏误现象，本文总结出出现偏误的三个原因：复杂的句子造成的偏误、多重语义造成的偏误以及教学的负迁移造成的偏误。最后针对偏误的现象和原因，，本文提出关于疑问代词“什么”的四个教学策略，它们分别是：强调整体结构教学、明确讲解疑问代词“什么”的语义、引入语境对话等方式教学以及多媒体其他辅助手段教学。
[Abstract]:In the teaching of Chinese as a foreign language, the teaching of interrogative pronouns has always been an important and difficult point. Many scholars have explored the different levels of interrogative pronouns, such as the classification of interrogative pronouns and the focus of interrogative pronouns. And question pronoun vertical history examination room and so on. And has obtained certain theory achievement. However, the interrogative pronoun "what" is still a difficult point for foreign students to study, how to make students master the interrogative and non-interrogative usage of interrogative pronouns in the least practical situation, how to use the interrogative pronoun accurately, and how to use it accurately. How to avoid or reduce the frequency of students' errors as far as possible is still a problem that needs to be solved in the field of Chinese linguists. Taking the interrogative pronoun "what" as an example, this paper discusses the phenomenon and causes of the bias of the interrogative pronoun "what". Then some concrete teaching suggestions are put forward. This chapter first introduces the theoretical basis for dividing interrogative pronouns "what" into two categories: interrogative usage and non-interrogative usages. The non-interrogative usages include: any finger, virtual reference, example, negation, counterquestion and question. Then, by selecting the corpus of errors, we summarize and conclude the errors of the interrogative pronoun "what" in the interrogative and non-interrogative usage. The main types of errors are: omission, error order, false addition and false generation. In the analysis of errors, it is found that there are often omissions and errors in the order of the students. The missing errors mostly refer to the omission of the relative words or adverbs and the second omission of the "what" in the "what" compact sentence; The wrong order mainly refers to the errors in word order when the interrogative pronoun "what" is used with two or more sentence structures. For example: the interrogative pronoun "what" and the affirmative sentence, the error in the common use of the existential sentence, and some special sentence patterns. Just. " Error in simultaneous use. Through the analysis of these errors, this paper summarizes the three causes of errors: the errors caused by complex sentences, the errors caused by multiple semantics and the errors caused by the negative transfer of teaching. Finally, in view of the phenomenon and reason of error, this paper puts forward four teaching strategies about the interrogative pronoun "what". They are: emphasizing the teaching of the whole structure and explaining the meaning of the interrogative pronoun "what" clearly. The introduction of contextual dialogue and other means of teaching multimedia and other auxiliary means of teaching.
【学位授予单位】：辽宁大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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