欧美中高级水平留学生程度副词偏误分析及习得研究

发布时间：2018-10-17 14:52

【摘要】：程度副词是现代汉语副词中非常重要的一类,它们虽然数量不多,但是在日常交际和对外汉语教学中使用频率却非常高。在实际教学中,程度副词也因其本身的复杂性而成为第二语言教学的一大难点。关于程度副词的本体研究成果很多,但是针对程度副词的对外汉语教学研究相对较少,对欧美中高级水平留学生程度副词的偏误分析及习得情况的研究更少,所以本文以此为研究目标,希望能丰富相关研究成果。绪论部分论述文章的选题缘由及意义、研究现状、研究内容以及研究方法等。本文以欧美中高级水平留学生为调查对象,选取《汉语水平等级标准与语法大纲》中的16个程度副词作为研究内容。对语料库中的程度副词进行偏误分析,同时结合调查问卷从词义理解、语序选择及语法判断三个方面考察了程度副词整体习得情况,从句法功能角度考察了主要语言点的习得情况,并对研究成果进行了差异性检验。第一章是程度副词的偏误情况分析。本研究从HSK作文语料库及暨南大学语料库中检索出符合本研究的用例共1324例,其中错误用例114处。以鲁健骥对偏误的分类为标准,对程度副词使用过程中的偏误进行分析,并且对5个出错率较高的程度副词进行具体分析,探讨产生偏误的原因。第二章是程度副词习得情况研究。主要从问卷任务类型角度考察程度副词的习得情况,同时对其6个主要语言点的习得情况进行分析,并且对影响习得的因素进行考察。第三章是对对外汉语教学中程度副词教学的建议。基于此前对调查问卷和语料库的分析,文章提出了对程度副词教学的建议：加强程度副词与其他词类的对比、加强程度副词的近义辨析、加强程度副词在特殊句式中的教学、加强程度副词在具体语境中的教学。通过对程度副词的偏误分析及习得研究,本文主要得出以下结论：首先,欧美留学生使用程度副词的频率不均衡,一部分程度副词的使用率较高,而另外的程度副词比如“才”、“白”、“大大”等则使用频率较低,产生这种情况与被试采取回避策略有很大的关系。其次,学习者在程度副词的使用过程中仍存在“遗漏、误加、误代、错序”等多种类型的偏误,其中出现偏误最多的是误代,最少的是错序。学习者在使用“很”、“多么”、“非常”、“比较”、“稍微”时出错率较高,并且偏误情况存在个体差异。学习者产生这些偏误的原因主要是程度副词本身的复杂性及其目的语知识的过度泛化。再次,欧美留学生对程度副词修饰动词结构掌握最好,对程度副词修饰形容词结构掌握较差。最后,欧美留学生的习得水平并不完全随着学习时间的推移而提高,但是程度副词补语句、程度副词比较句、程度副词复合式以及程度副词修饰动词等结构与学习者学习水平存在着显著的相关关系,学习者的性别差异对习得没有影响。
[Abstract]:Degree adverbs are one of the most important adverbs in modern Chinese. Although they are not many, they are frequently used in daily communication and teaching Chinese as a foreign language. In practical teaching, degree adverbs have become a major difficulty in second language teaching because of their complexity. There are a lot of researches on degree adverbs, but there are few researches on degree adverbs in teaching Chinese as a foreign language, much less on the error analysis and acquisition of degree adverbs for middle and advanced foreign students in Europe and the United States. Therefore, this paper takes this as the research goal, hoping to enrich the relevant research results. The introduction part discusses the reason and significance of the topic, research status, research content and research methods. In this paper, 16 degree adverbs in Chinese level Standard and Grammar syllabus are selected as the object of investigation. This paper analyzes the errors of degree adverbs in the corpus, and investigates the whole acquisition of degree adverbs from three aspects: the understanding of word meaning, the choice of word order and the judgment of grammar. This paper examines the acquisition of major language points from the perspective of syntactic function, and tests the differences of the research results. The first chapter is the degree adverb error analysis. In this study, 1324 use cases were retrieved from HSK composition corpus and Jinan University corpus, including 114 wrong use cases. Taking Lu Jianji's classification of errors as the standard, this paper analyzes the errors in the process of using degree adverbs, and makes a concrete analysis of five degree adverbs with high error rate, and probes into the causes of the errors. The second chapter is a study on the acquisition of degree adverbs. This paper investigates the acquisition of degree adverbs from the perspective of the task type of the questionnaire, analyzes the acquisition of the six major language points, and examines the factors affecting the acquisition. The third chapter is the teaching of degree adverbs in teaching Chinese as a foreign language. Based on the previous analysis of questionnaire and corpus, the paper puts forward some suggestions on the teaching of degree adverbs: strengthening the comparison between degree adverbs and other parts of speech, strengthening the analysis of the synonyms of degree adverbs, and strengthening the teaching of degree adverbs in special sentence patterns. Strengthen the teaching of degree adverbs in specific context. Based on the analysis and acquisition of degree adverbs, this paper draws the following conclusions: first, the frequency of degree adverbs used by foreign students in Europe and the United States is uneven, and the utilization rate of some degree adverbs is high. Other degree adverbs such as "talent", "white" and "big" are used less frequently, which is closely related to the avoidance strategy adopted by the subjects. Secondly, there are still many kinds of errors in the process of using degree adverbs, such as "omission, wrong addition, wrong generation, wrong order" and so on, among which the most errors occur in the wrong generation, and the least in the wrong order. Learners use "very", "how", "very", "compare", "slightly" error rates are higher, and errors exist individual differences. The main causes of these errors are the complexity of the degree adverb itself and the overgeneralization of the target language knowledge. Thirdly, the foreign students in Europe and the United States have the best grasp of the verb structure of degree adverb modification, and the worse of degree adverb modifier adjective structure. Finally, the acquisition level of foreign students in Europe and the United States is not completely improved with the passage of study time, but the degree adverb complement sentence, the degree adverb comparative sentence, There is a significant correlation between the structure of degree adverb compound and degree adverb modifier verb and the learner's learning level. The gender difference of the learner has no effect on the acquisition.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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