日本留学生程度副词“很”的偏误分析

发布时间：2019-06-29 10:01

【摘要】：留学生在学习汉语过程中,由于受到多种因素的影响总会出现各种偏误现象。在HSK动态作文语料库中,关于程度副词“很”的所有加工过的错误语料共有283条,其中日本留学生在使用程度副词“很”时出现的偏误有81条,主要表现为“很”的错用、漏用以及误加三种偏误类型。通过对比分析发现,导致日本留学生出现这三种偏误的主要原因有以下几点:一是目的语知识过于复杂(“很”所修饰的词语范围很难划定),二是学习者自身存在问题,如:母语负迁移(学习者受日语的影响对程度副词的量级没有概念),或是对语言学习存在负面影响的学习策略(如:在学习过程中对自己掌握不好的语言点采取简化或回避策略),以及教学环节中教师和教材的问题。基于日本留学生学习程度副词“很”出现的偏误类型及产生的原因,在相应的汉语教学活动中要采取一些针对性教学策略:根据学生在各语法点所犯偏误类型不同的特点,教师可以适当的变换教学方法。例如,教师可以用对比分析、结合语境等方法来帮助学生区分“很”与其他程度副词进行区分;运用总结归纳的方法来减少学生在“很+形容词”或“很+名词”等结构中的偏误,以及通过适当增加学生汉语阅读量、加强其汉语交际等课内外活动等方式来培养学生的语感,以减少学生在用“很”修饰动词时出现的偏误。
[Abstract]:In the process of learning Chinese, there will always be all kinds of errors due to many factors. In the HSK dynamic composition corpus, there are 283 errors in all the processed error corpus of the degree adverb "very", of which 81 errors occur when the Japanese students use the degree adverb "very", which is mainly manifested in three types of errors: the wrong use of "very", the misuse of the adverb "very" and the wrong addition of the three types of errors. Through comparative analysis, it is found that the main reasons for these three errors are as follows: first, the knowledge of the target language is too complex (it is difficult to delineate the scope of words modified by "very"), and the other is that the learners themselves have problems, such as negative transfer of their mother tongue (learners have no concept of the order of magnitude of adverbs affected by Japanese). Or learning strategies that have a negative impact on language learning (such as simplification or avoidance strategies for language points that they do not master well in the process of learning), as well as the problems of teachers and teaching materials in the teaching process. Based on the types and causes of errors in the adverb "very" of Japanese students' learning degree, some targeted teaching strategies should be adopted in the corresponding Chinese teaching activities: according to the different types of errors made by students at each grammar point, teachers can change their teaching methods appropriately. For example, teachers can use contrastive analysis, combined with context and other methods to help students distinguish "very" from other adverbs. This paper uses the method of summary and induction to reduce the errors of students in the structure of "very adjective" or "very noun", and to cultivate students' language sense by properly increasing the amount of Chinese reading and strengthening their Chinese communication, so as to reduce the errors of students in modifying verbs with "very".
【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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