留学生习得“常常”和“往往”的偏误分析及教学建议

发布时间：2018-06-26 08:56

本文选题：“常常” + “往往”　；参考：《郑州大学》2017年硕士论文

【摘要】：副词一直是留学生学习汉语的难点,其中“常常”和“往往”作为一对近义副词更是被多次错误使用。在一些语境中,“常常”和“往往”可以相互替代而不改变句子原意;可更多的时候,两词根本无法替换或者替换后句意发生了很大的变化。这就在一定程度上增加了留学生的学习难度。鉴于“常常”和“往往”在现代汉语中有着极高的使用频率,留学生有必要清楚地了解他们之间的差别以及正确的使用规则。本文主要分为四个部分。绪论部分,主要介绍了国内目前对“常常”和“往往”的研究情况、文章的语料来源、采用的研究方法和研究意义。第一部分,对“常常”和“往往”的使用情况进行细致地分析和总结,得出两词的偏误类型主要有错序、误代和误加三种。第二部分,从汉语语法、学习者自身因素、对外汉语教师、教材等四个方面分析了留学生使用“常常”和“往往”时出现偏误的原因。得出了:一方面,目前国内对于“常常”和“往往”的本体研究成果存在着界限模糊的问题,而两词本身细节上的差别增加了留学生的区分难度;另一方面,学习者自身和对外汉语教师综合水平的参差不齐、教材编纂的有待改进都是造成偏误的原因。第三部分,针对以上偏误原因提出了优化教学方法、进行针对性习题练习的教学建议。
[Abstract]:Adverbs have always been difficult for foreign students to learn Chinese, among which "often" and "often" as a pair of synonymous adverbs have been misused many times. In some contexts, "often" and "often" can replace each other without changing the original meaning of the sentence. To a certain extent, this increases the learning difficulty of international students. In view of the high frequency of "often" and "often" in modern Chinese, it is necessary for international students to clearly understand their differences and correct rules of use. This paper is divided into four parts. In the introduction part, the author mainly introduces the current research situation of "often" and "often" in China, the source of the corpus, the research methods and the significance of the research. In the first part, the use of "often" and "often" is analyzed and summarized in detail, and it is concluded that there are three types of errors in the two words: wrong order, wrong substitution and wrong addition. In the second part, the author analyzes the causes of errors in the use of "often" and "often" by foreign students from the aspects of Chinese grammar, learners' own factors, teachers of Chinese as a foreign language and teaching materials. On the one hand, there is a problem of blurring the boundary between the "often" and "often" ontological research results in our country, and the difference in the details of the two words increases the difficulty of distinguishing the overseas students; on the other hand, The learners themselves and teachers of Chinese as a foreign language (TCFL) are different in their comprehensive level, and the compilation of textbooks should be improved. In the third part, the author puts forward some suggestions on how to optimize teaching methods and practice exercises.
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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