“又A又B”格式的偏误分析与教学策略研究

发布时间：2018-05-27 00:20

本文选题：又A又B + 偏误　；参考：《上海外国语大学》2017年硕士论文

【摘要】：“又A又B”格式是日常交际中的一个使用高频的结构,但是留学生在学习过程中会出现各种各样的问题。为了使留学生能够更快更好的掌握“又A又B”这一结构,同时提高对外汉语教学的效率,笔者从对外汉语教学的角度考察了外国留学生学习“又A又B”这一结构时出现的偏误,运用定性和定量的方法和偏误分析法,对收集到的“HSK动态作文语料库”语料从语法、语义、句法功能方面进行分类整理和分析,研究这些偏误的分布和特点。根据语料库的分析结果设计测试卷,对马尔代夫国立大学的学生进行实地测试,收集学生的测试语料并对其进行分析。通过对语料库语料和测试语料的分析,得出有关“又A又B”结构共性的主要偏误有:1.“又”的位置,这是由于“又A又B”结构变形为“主语+主语1+又+A+主语2+又+B”,对学生来说主语过多,学生在学习时将“又”的位置和“主语+又+A+又+B”中“又”的位置产生混淆。2. A、B两项为形容词时前出现程度副词,是由于“很”的程度副词虚化,产生的“很+形容词”的泛化。3. “又A又B”结构在句子中做补语,补语本来就是学生学习汉语的重难点之一,“又A又B”在句中做补语对于学生来说难度就变得更大了。4.“又A又B”格式和其他固定结构的混淆,相近的结构形式加上这些结构之间存在一些共性,这是和其他结构产生混淆的主要原因。在测试卷独有的偏误:1.当A、B两项为动词时态偏误,学生并没有意识到“又V1又V2”格式本身是隐含有时间的,不需要再用时态进行表示。2. A、B之间的位序,这是由于学生并没有发现A、B来源于一个合成词或固定的结构,或者两项之间在逻辑上具有顺承的关系,A、B之间是有一个位置上的顺序。通过这些偏误的形式以及原因,探究这些偏误的解决方法,提出相应的教学策略。
[Abstract]:The "A and B" format is a high-frequency structure used in daily communication, but there are various problems in the learning process of foreign students. In order to enable foreign students to master the "A and B" structure faster and better, and to improve the efficiency of teaching Chinese as a foreign language, From the perspective of teaching Chinese as a foreign language, the author examines the errors in learning "A and B" structure for foreign students, and applies qualitative and quantitative methods and error analysis methods to analyze the grammar of the collected "HSK dynamic composition Corpus". The semantic and syntactic functions are classified and analyzed to study the distribution and characteristics of these errors. According to the analysis result of corpus, the paper designs the test volume, carries on the field test to the students of the Maldives National University, collects the students' test corpus and analyzes it. Through the analysis of corpus data and test corpus, it is concluded that the main error about the structure commonness of "A and B" is: 1. The position of "also" is due to the "subject 1, A subject 2 and B" structure being transformed into "subject 1 and A subject 2 and B", which is too much for students. Students confuse the position of "re" with that of "subject" in "A and B" while studying. The degree adverb appearing before the adjective is the generalization of "very adjective" because of the vacuity of the "very" degree adverb. "A and B" structure in the sentence as a complement, complement is originally one of the most important difficulties for students to learn Chinese, "A and B" in the sentence of complement for students to become more difficult. The confusion between "A and B" format and other fixed structures, the similar structural forms and some commonalities between these structures are the main causes of confusion with other structures. In the test volume unique error: 1. When the verb tenses are obverse, the students do not realize that the format of "again V1 and V2" is implicit in time, and there is no need to use tenses to denote .2. This is due to the fact that the students do not find that AZB originates from a compound word or a fixed structure, or that there is a logical relationship between the two terms. Through the form and reason of these errors, this paper probes into the solutions of these errors and puts forward the corresponding teaching strategies.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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