基于HSK动态作文语料库副词“都”的偏误分析

发布时间：2018-05-03 02:25

本文选题：语料库 + 副词　；参考：《渤海大学》2017年硕士论文

【摘要】：在偏误分析理论和中介语理论的基础上,选择北京语言大学HSK动态作文语料库中留学生使用副词“都”的偏误语料,从错用、遗漏和误加三个角度对HSK动态作文语料库中的365例含有副词“都”的偏误语料进行了分析,发现:留学生在使用副词“都”的时候,“错用”和“遗漏”的偏误情况发生比较多,而且大部分都是由于对副词“都”的“总括”含义掌握不全面造成的;副词“都”的误加类偏误主要集中在中、高级学习阶段。根据语料库中留学生发生的偏误情况进行了原因分析,分别从学生自身角度和教师教学角度找原因,发现:就学生自身来讲,副词“都”的偏误大多是由于母语负迁移、留学生所学目的语知识的干扰以及未掌握副词“都”与其他相近副词的区别造成的;就教师角度来说,教师专业水平不够、讲解内容过于形式化以及对副词“都”不同偏误类型的针对性训练不够,都是导致留学生使用副词“都”产生偏误的原因。根据找出的原因,提出了三条具体的教学建议:加强教师自身专业能力的培养;在课堂导入和练习中设定情景帮助留学生习得副词“都”;教师应针对留学生使用副词“都”的不同偏误类型设计练习题。例如,教师可以根据教学经验为避免留学生出现偏误设计一些排序、填空、选择等针对性练习题,以减少留学生在使用副词“都”时出现的偏误。
[Abstract]:On the basis of error analysis theory and interlanguage theory, this paper selects the error data of the adverb "du" from the HSK dynamic composition corpus of Beijing language and language University. This paper analyzes 365 cases of HSK dynamic composition corpus which contains the adverb "du" from the three angles of omission and error addition. It is found that the foreign students are using the adverb "du". There are more errors in "wrong use" and "omission", and most of them are caused by incomplete understanding of the "all-inclusive" meaning of adverb "du", and the errors of "du" are mainly concentrated in the middle and advanced learning stages. Based on the analysis of the causes of the errors of foreign students in the corpus, the author finds out that the errors of the adverb "du" are mostly due to the negative transfer of mother tongue from the point of view of students themselves and from the perspective of teachers' teaching. The interference of the target language knowledge learned by the foreign students and the difference between the adverb "du" and other similar adverbs are caused by the fact that, from the teacher's point of view, the teacher's professional level is not enough. The explanation content is too formalized and the pertinence training of adverb "both" different error types is not enough, which is the reason why the foreign students use adverb "Dudu". According to the reasons, this paper puts forward three specific teaching suggestions: strengthening the cultivation of teachers' own professional ability, setting up situation to help foreign students acquire adverb "du" in the classroom introduction and practice; Teachers should design exercises for students who use adverb "du". For example, according to the teaching experience, the teacher can design some sort, fill in the blanks and select some specific exercises in order to avoid the errors of the foreign students, so as to reduce the errors in using the adverb "du".
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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