副词“才”的偏误分析及教学启示
发布时间：2018-11-21 20:38
【摘要】：在对外汉语教学过程中,副词的习得不仅是留学生学习的难点,也是对外汉语教师教学的一个难点。副词“才”的语法意义非常复杂,不仅义项繁多,而且容易与其它副词造成误用,比如：“才”和“再”、“才”和“就”、“才”和“只”。这些误用的现象引起了很多学者的注意,有学者对“才”与其它副词做了比较,如：陈小荷《主观量问题初探——兼谈副词“就”、“才”、“都”》①,白梅丽《现代汉语中“就”和“才”的语义分析》②,陈立民的《也说“就”和“才”》③。鉴于前面的学者都是从对比分析的角度分析的副词“才”,笔者从对外汉语教学的角度,基于“HSK动态作文语料库”中检索的关于“才”的出现偏误的语料进行分析,将分析的结果分类并进行概况,找出出现偏误的原因并给出一些教学建议。笔者将本文分成了四个部分： 第一部分是绪论。在这一部分笔者首先说明了本篇文章的选题缘由,然后按照时间顺序对“才”的用法演变进行了总结。接下来笔者论述了关于“才”的研究现状,从两个角度来研究,一方面是关于“才”的研究成果的现状；另一方面是“才”的本体研究的现状,从“语法、语义、语用”三个方面对“才”进行分析。笔者对语料的选择和研究方法也在此进行了详细的说明。最后是笔者说明本篇文章是在中介语假说和偏误分析的理论基础上对“才”进行的偏误分析。 第二部分是关于“才”的偏误分析。在这一部分里,笔者在语料库中检索出的134个句子进行分析,共总结出三种偏误类型,分别是“遗漏”、“误用”、“误加”。其中“误用”一类出现的频率最高,所占比例最大,占总数的57%,其次是“遗漏”,最少的是“误加”。通过分析这些句子,总结出出现偏误的类型和比例,有助于对外汉语教学更准确的把握教学的重难点。 第三部分是分析“才”产生偏误的原因以及笔者给出的一些教学策略和建议。结合偏误出现的类型,笔者在这一部分共总结出了5种偏误产生的原因,分别是母语的负迁移、目的语规则的泛化、回避的学习策略、教材的影响、教学方法的影响。其中前两种是内部原因,后面三种是外部原因。分析了这些原因,笔者基于此给出了一些自己的建议。从教材和教法两方面入手,认真分析了现用教材的不足和缺漏,并给出了自己的一些教学设计。在教法上,笔者认真总结课堂教学经验,认为对比教学和情景教学是课堂教学中不可或缺的两种方式,始终认为加强练习有助于习得者更牢固的掌握知识。 第四部分是对这篇文章的总结。肯定了笔者对“才”做出的一些研究成果,有利于对外汉语教学的发展。但也充分认识到研究的不足,希望可以在不断的学习过程中做出更深层次的研究成果。
[Abstract]:In the process of teaching Chinese as a foreign language, the acquisition of adverbs is not only a difficulty for foreign students to learn, but also a difficulty for teachers of Chinese as a foreign language. The grammatical meaning of adverb "cai" is very complicated, not only has many meanings, but also easily misuses with other adverbs, such as "talent" and "re", "talent" and "just", "talent" and "only". Many scholars have paid attention to these misuse phenomena. Some scholars have compared "Cai" with other adverbs, such as: Chen Xiao-he 's "subjective quantity problem" and the adverb "just", "Cai", "du" > 1, Bai Mei-li, "the semantic Analysis of" Ju "and" Cai "in Modern Chinese." 2. Chen Li-min also said "just" and "Caicai" > 3. In view of the fact that the former scholars are all adverbs "talent" from the perspective of comparative analysis, the author, from the perspective of teaching Chinese as a foreign language, based on the corpus of "HSK dynamic composition Corpus", analyzes the errors of "talent". The results of the analysis are classified and summarized, the causes of errors are found and some teaching suggestions are given. The author divides this article into four parts: the first part is the introduction. In this part, the author first explains the reason of this article, and then summarizes the evolution of the usage of "talent" according to the time order. Then the author discusses the current situation of the research on "talent", from two angles, on the one hand, the current situation of the research results of "talent"; On the other hand, the present situation of Noumenon study of talent is analyzed from three aspects: grammar, semantics and pragmatics. The author also explains the selection and research methods of corpus in detail here. Finally, the author explains that this article is based on the theory of interlanguage hypothesis and error analysis. The second part is about "talent" error analysis. In this part, the author analyzes 134 sentences retrieved from the corpus and concludes three types of errors, namely "omission", "misuse" and "error addition". The frequency of "misuse" is the highest, accounting for 57% of the total, followed by "omission" and least "false addition". By analyzing these sentences, the author summarizes the types and proportions of errors, which is helpful for the teaching of Chinese as a foreign language (TCFL) to grasp the important and difficult points more accurately. The third part is to analyze the causes of errors and some teaching strategies and suggestions. Combined with the types of errors, the author summarizes the causes of the errors in this part, which are the negative transfer of mother tongue, the generalization of target language rules, the learning strategies of avoidance, the influence of teaching materials, and the influence of teaching methods. The first two are internal and the latter three are external. Based on the analysis of these reasons, the author gives some suggestions. Starting with the teaching materials and teaching methods, this paper analyzes the shortcomings and deficiencies of the current teaching materials, and gives some teaching designs. In the teaching method, the author summarizes the classroom teaching experience, thinks that the contrast teaching and the scene teaching are two indispensable ways in the classroom teaching, always thinks that strengthening the practice will help the learner to grasp the knowledge more firmly. The fourth part is the summary of this article. This paper affirms some research results of the author, which is beneficial to the development of teaching Chinese as a foreign language. But also fully aware of the shortcomings of the study, hoping to make deeper research results in the process of continuous learning.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2348203
[Abstract]:In the process of teaching Chinese as a foreign language, the acquisition of adverbs is not only a difficulty for foreign students to learn, but also a difficulty for teachers of Chinese as a foreign language. The grammatical meaning of adverb "cai" is very complicated, not only has many meanings, but also easily misuses with other adverbs, such as "talent" and "re", "talent" and "just", "talent" and "only". Many scholars have paid attention to these misuse phenomena. Some scholars have compared "Cai" with other adverbs, such as: Chen Xiao-he 's "subjective quantity problem" and the adverb "just", "Cai", "du" > 1, Bai Mei-li, "the semantic Analysis of" Ju "and" Cai "in Modern Chinese." 2. Chen Li-min also said "just" and "Caicai" > 3. In view of the fact that the former scholars are all adverbs "talent" from the perspective of comparative analysis, the author, from the perspective of teaching Chinese as a foreign language, based on the corpus of "HSK dynamic composition Corpus", analyzes the errors of "talent". The results of the analysis are classified and summarized, the causes of errors are found and some teaching suggestions are given. The author divides this article into four parts: the first part is the introduction. In this part, the author first explains the reason of this article, and then summarizes the evolution of the usage of "talent" according to the time order. Then the author discusses the current situation of the research on "talent", from two angles, on the one hand, the current situation of the research results of "talent"; On the other hand, the present situation of Noumenon study of talent is analyzed from three aspects: grammar, semantics and pragmatics. The author also explains the selection and research methods of corpus in detail here. Finally, the author explains that this article is based on the theory of interlanguage hypothesis and error analysis. The second part is about "talent" error analysis. In this part, the author analyzes 134 sentences retrieved from the corpus and concludes three types of errors, namely "omission", "misuse" and "error addition". The frequency of "misuse" is the highest, accounting for 57% of the total, followed by "omission" and least "false addition". By analyzing these sentences, the author summarizes the types and proportions of errors, which is helpful for the teaching of Chinese as a foreign language (TCFL) to grasp the important and difficult points more accurately. The third part is to analyze the causes of errors and some teaching strategies and suggestions. Combined with the types of errors, the author summarizes the causes of the errors in this part, which are the negative transfer of mother tongue, the generalization of target language rules, the learning strategies of avoidance, the influence of teaching materials, and the influence of teaching methods. The first two are internal and the latter three are external. Based on the analysis of these reasons, the author gives some suggestions. Starting with the teaching materials and teaching methods, this paper analyzes the shortcomings and deficiencies of the current teaching materials, and gives some teaching designs. In the teaching method, the author summarizes the classroom teaching experience, thinks that the contrast teaching and the scene teaching are two indispensable ways in the classroom teaching, always thinks that strengthening the practice will help the learner to grasp the knowledge more firmly. The fourth part is the summary of this article. This paper affirms some research results of the author, which is beneficial to the development of teaching Chinese as a foreign language. But also fully aware of the shortcomings of the study, hoping to make deeper research results in the process of continuous learning.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
【参考文献】
相关期刊论文 前1条
1 鲁健骥;偏误分析与对外汉语教学[J];语言文字应用;1992年01期
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