汉语否定词“不”、“没（有）”的偏误分析及教学建议

发布时间：2018-06-27 08:27

本文选题：否定词“不”和“没（有）” + 偏误分析　；参考：《西安外国语大学》2013年硕士论文

【摘要】：在第二语言习得的过程中，汉语学习者一定会出现各种各样的偏误。在学习简单的语法规则时，出现偏误的次数相对比较少，时间也会比较短。然而在学习复杂的语法规则时，偏误出现的次数则相对较多，时间相对较长。由汉语否定词“不”和“没（有）”构成的否定结构就属于较复杂的语法规则，是教学中的重点、难点。汉语学习者要想在短时期内一步登天，完全掌握否定词的语法规律几乎是不可能的。但是，如果对外汉语教师能够对他们容易出现偏误的地方有所了解，对他们出现偏误的原因心中有数，那么，完全有可能帮助学习者多快好省地掌握汉语否定词“不”和“没（有）”的语法规则，减少学习时间，提高学习效率，将它们自如、得体地运用于日常生活和交际中。本文在借助前人研究的成果之上，先从汉语本体出发，从句法、语义、语用三个层面对“不”和“没（有）”间的区别进行了简单的分析和阐释，然后基于对HSK动态作文语料库的考察，，对汉语学习者在使用“不”或“没（有）”构成的否定句时所出现的偏误进行了归纳，总结出了三种常见的偏误类型。在这三种大的类型下又进行了小的划分，并举例说明。接着从内部和外部两个角度对学习者出现偏误的原因进行了分析。最后结合出现偏误的原因、对三种国内常用的对外汉语教材中“不”和“没（有）”语法项目编排顺序的考察以及前人对习得顺序的研究，对对外汉语教师的教学和对外汉语教材的编写，提出了一些教学建议，以期能更好地帮助学习者习得这一重点、难点。
[Abstract]:In the process of second language acquisition, Chinese learners must make a variety of errors. In learning simple grammar rules, the number of errors is relatively small, and the time will be shorter. However, when learning complex grammar rules, errors appear more times and take longer time. The negative structure composed of Chinese negative words "no" and "no (you)" belongs to the more complicated grammatical rules and is the key and difficult point in teaching. It is almost impossible for Chinese learners to master the grammatical rules of negative words in a short period of time. However, if teachers of Chinese as a foreign language can understand where they are prone to errors and know the reasons for their errors, then, It is possible to help learners grasp the grammatical rules of negative words "no" and "no (have)", reduce their learning time, improve their learning efficiency, and apply them freely and appropriately to their daily life and communication. Based on the results of previous studies, this paper analyzes and interprets the differences between "no" and "no (you)" from the three aspects of syntax, semantics and pragmatics, starting from the Chinese ontology. Then, based on the investigation of HSK dynamic composition corpus, this paper sums up the errors that occur when Chinese learners use the negative sentences of "no" or "no (you)", and sums up three common types of errors. In these three types of small division, and an example. Then it analyzes the causes of errors from internal and external perspectives. Finally, combined with the causes of errors, the author investigates the order of "no" and "no (you)" grammatical items in the three kinds of Chinese teaching materials as well as the previous researches on the acquisition order. This paper puts forward some teaching suggestions on the teaching of Chinese as a foreign language (TCFL) and the compilation of teaching materials for TCFL, in order to help learners acquire this important and difficult point better.
【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

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