基于HSK语料库“反而”的偏误分析

发布时间：2018-06-22 07:34

本文选题：HSK动态作文库 + 反而　；参考：《扬州大学》2013年硕士论文

【摘要】：语气副词在对外汉语教学中既是重点又是难点,“反而”是丙级词,新HSK五级大纲中的一个语气副词,留学生在学习和使用时出现了很多偏误,为了使以后的“反而”教学能够更加有效、合理地开展,本文以北京语言大学HSK动态作文库中“反而”的69个偏误用例为依据,进行了“反而”的偏误分析,对这些偏误用例进行分类,探讨可能性原因,最后针对这些可能性原因提出了建议。本文的论述共分为五部分：第一部分,绪论,介绍了本文选题意义,目前“反而”的研究成果,分为本体研究成果和第二语言教学方面的研究成果。阐释了研究对象,对HSK动态作文库中的语料进行说明。阐明了本文的研究方法和研究步骤。第二部分是“反而”偏误的分类,本文按照偏理误论将“反而”的偏误分为四大类,把HSK语料库的所有偏误例句进行逐一分类,之后计算出各个类别所占比重的数据,运用这些数据位下面的研究做准备。第三部分是“反而”偏误原因的分析,将偏误进行分类为偏误原因的分析提供了条件,这一部分从汉语和媒介语两个角度进行了分析。汉语本体方面,本文分析了“反而”的语义、语境条件,发现了一些偏误是由于对“反而”的语义理解有偏差而造成的,同时也有一些偏误是由于对“反而”的句法特征和语用的错误理解造成的。另一方面这部分以英语为例,阐述了“反而”和"on the contrary,instead"的不同点,分析了媒介语对学生的影响,指出了很多偏误是由学生在学习过程中的简单对应造成的。第四部分就“反而”偏误提出教学策略,针对“反而”的偏误类型及可能性原因,从教材和教师两方面分析解决办法。本文以北京语言大学出版社出版的《汉语口语速成》中“反而”的教材设计提出的词语解释、例句展示和练习设计方面的建议。教师教学方面就教学讲解和课堂练习提出了一些建议。最后一部分就是结语,这一部分总结了本文的研究成果,并指出了本文对“反而”的偏误分析的尝试可能会对以后的对外汉语“反而”教学有一定的帮助。
[Abstract]:The modal adverb is both a key and a difficult point in teaching Chinese as a foreign language. "Instead" is a class word, a Mood Adverb in the new HSK five level syllabus, and a number of errors appeared in the study and use of foreign students. In order to make the later "instead" teaching more effective and reasonable, this paper takes the HSK dynamic composition Library of Beijing Language and Culture University. On the basis of the 69 use cases of "instead", the error analysis of "instead" is carried out, the use cases are classified and the possible reasons are discussed. Finally, some suggestions are made for these possible reasons. This paper is divided into five parts:
The first part, introduction, introduces the significance of this topic, and introduces the research results of "instead", which is divided into the research results of the ontology research and the second language teaching. It explains the object of the study and explains the corpus in the HSK dynamic composition library. It illustrates the research method and the research steps of this paper.
The second part is the classification of "instead" error. According to the theory of deviation, this paper divides the error of "instead" into four categories, classifying all the incorrect examples of the HSK corpus one by one, then calculating the data of the proportion of each category, and preparing for the use of the research under these data bits.
The third part is the analysis of the reasons for the "instead" error, which provides the conditions for the analysis of the reasons for misclassification. This part is analyzed from the two angles of Chinese and media language. In the aspect of Chinese ontology, this paper analyzes the semantic and contextual conditions of "instead", and some errors are due to the semantic theory of "instead". There are some errors caused by the deviation, and some errors are caused by the syntactic features and pragmatic misunderstandings of "instead". On the other hand, this part, taking English as an example, expounds the differences between "instead" and "on the contrary, instead", analyzes the influence of media language on Students, and points out that many errors are by students in learning. A simple correspondence in the process of learning.
In the fourth part, the teaching strategy is put forward on the contrary. In view of the types of errors and the reasons for the possibility, the solutions are analyzed from two aspects of teaching materials and teachers. This article is based on the explanation of the words, examples and practice designs of the textbook design published by Beijing Language and Culture University press. Suggestions for teachers' teaching are put forward for teaching explanation and class practice.
The last part is the conclusion, which summarizes the research results of this paper, and points out that the attempt to analyze the error of the "contrary" may be of certain help to the later teaching of the "instead" teaching of Chinese as a foreign language.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】