留学生限定性范围副词的习得研究
发布时间：2018-08-09 10:30
【摘要】：本文主要探讨了限定性范围副词的使用情况、各个限定性范围副词单用偏误类型、连用偏误类型以及习得情况,并考察了限定性范围副词在教学大纲及教材中的设置情况,分析了偏误原因,有针对性地提出了一些教学策略。 从使用情况上看,留学生限定性范围副词使用过多的情况较多,甲级限定性范围副词使用过多的倾向要比乙级限定性范围副词更明显,使用不足与基本一致的现象出现在乙级限定性范围副词中。3个甲级限定性范围副词单用时,虽然都存在使用过多的现象,但其严重度也不一样。留学生单独使用甲级限定性范围副词的频率要高于乙级限定性范围副词。限定性范围副词连用时,留学生的使用频率较高,而汉语母语者的使用频率则较低。连用类型多为内部连用,连用频率过高现象在各连用类型中也呈现出不平衡的趋势。 从偏误类型上看,在498例单用时的偏误中,对绝大多数限定性范围副词而言,偏误数量较多的是误代和遗漏这两类。限定性范围副词单用时,遗漏偏误主要是遗漏了限定性范围副词,误代偏误主要是内部误代；而限定性范围副词连用时的偏误主要是冗余和遗漏,且冗余偏误大多出现在表递进关系的复句中,而误代偏误和错序偏误数量相对较少。在现代汉语中,限定性范围副词与其他范围副词配合连用时,具有较强的后连用能力。“只”与其他范围副词配合连用时大多是后连用,但各连用类型的语义指向不尽相同；“才”的语义指向是单一的,而且它只能后指,“才”与“都”以外的其他范围副词连用时语义指向基本一致,“仅仅”、“光”的连用用例较少。从限定性范围副词的习得情况来看,限定性范围副词单用时,甲级限定性范围副词的偏误率相对较低,2|3的甲级限定性范围副词的偏误率均低于30%,而乙级限定性范围副词的偏误率相对较高。限定性范围副词连用时,总体情况较好,连用过多、偏误率较低与连用过多、偏误率较高这两种情况并存,各连用类型的偏误率也并不均衡。对于限定性范围副词的教学,我们可采取对比法、固定搭配法、删除法、分阶段教学与系统复习巩固等教学策略。
[Abstract]:This paper mainly discusses the use of the restrictive adverbs, the types of errors in the limited scope adverbs, the types of misuse and the acquisition, and the setting of the restrictive adverbs in the syllabus and teaching materials. The reasons for the errors are analyzed, and some teaching strategies are put forward by the needles.
In terms of use, the limited range adverbs of foreign students use too much, and the excessive use of the class a restrictive adverb is more obvious than the second class limit adverb. The phenomenon of insufficient use and basic consistency appears in the.3 class a limited range adverb in the second class restrictive adverb, although all of them are used. There are too many phenomena to be used, but their severity is different. The frequency of foreign students to use class a limited adverbs alone is higher than that of class B limited adverbs. When the restrictive adverbs are used, the use frequency of foreign students is higher, while the use frequency of Chinese native speakers is lower. The phenomenon of excessive phenomenon also presents an unbalanced trend in all types of joint use.
From the type of error, in the error of 498 cases of single use, for most restrictive adverbs, there are two types of misuse and omission. The main errors are redundancy and omission, and most of the redundancy errors appear in the compound sentence of the progressive relation of the table, while the number of mistaken errors and missequence errors is relatively small. In modern Chinese, the restrictive adverb and other range adverbs are combined with other adverbs, and have strong post continuous energy. "Only" in conjunction with other adverbs of adverbs is large. The semantic point of the "talent" is single, and it can only refer to the latter, and the semantic points of the adverbs other than the other are basically consistent when they are used. "Only", "light" is less use cases. From the acquisition of limited range adverbs, the limit is limited. When the qualitative adverb is used alone, the error rate of the limited range adverb is relatively low, and the error rate of the 2|3 class a limit adverb is lower than 30%, while the second class restrictive adverb is relatively high. When the restrictive adverbs are used, the general situation is better, the use of the adverbs is too much, the error rate is lower and the error rate is more. The two cases coexist, and the error rate of each type of continuous use is not balanced. For the teaching of the restrictive adverb, we can adopt the comparative method, the fixed collocation method, the deleting method, the phased teaching and the systematic review and consolidation.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2173796
[Abstract]:This paper mainly discusses the use of the restrictive adverbs, the types of errors in the limited scope adverbs, the types of misuse and the acquisition, and the setting of the restrictive adverbs in the syllabus and teaching materials. The reasons for the errors are analyzed, and some teaching strategies are put forward by the needles.
In terms of use, the limited range adverbs of foreign students use too much, and the excessive use of the class a restrictive adverb is more obvious than the second class limit adverb. The phenomenon of insufficient use and basic consistency appears in the.3 class a limited range adverb in the second class restrictive adverb, although all of them are used. There are too many phenomena to be used, but their severity is different. The frequency of foreign students to use class a limited adverbs alone is higher than that of class B limited adverbs. When the restrictive adverbs are used, the use frequency of foreign students is higher, while the use frequency of Chinese native speakers is lower. The phenomenon of excessive phenomenon also presents an unbalanced trend in all types of joint use.
From the type of error, in the error of 498 cases of single use, for most restrictive adverbs, there are two types of misuse and omission. The main errors are redundancy and omission, and most of the redundancy errors appear in the compound sentence of the progressive relation of the table, while the number of mistaken errors and missequence errors is relatively small. In modern Chinese, the restrictive adverb and other range adverbs are combined with other adverbs, and have strong post continuous energy. "Only" in conjunction with other adverbs of adverbs is large. The semantic point of the "talent" is single, and it can only refer to the latter, and the semantic points of the adverbs other than the other are basically consistent when they are used. "Only", "light" is less use cases. From the acquisition of limited range adverbs, the limit is limited. When the qualitative adverb is used alone, the error rate of the limited range adverb is relatively low, and the error rate of the 2|3 class a limit adverb is lower than 30%, while the second class restrictive adverb is relatively high. When the restrictive adverbs are used, the general situation is better, the use of the adverbs is too much, the error rate is lower and the error rate is more. The two cases coexist, and the error rate of each type of continuous use is not balanced. For the teaching of the restrictive adverb, we can adopt the comparative method, the fixed collocation method, the deleting method, the phased teaching and the systematic review and consolidation.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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