本文關(guān)鍵詞：常用絕對(duì)程度副詞的偏誤分析及教學(xué)策略　出處：《蘇州大學(xué)》2014年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 絕對(duì)程度副詞 HSK作文語(yǔ)料庫(kù) 偏誤分析 教學(xué)策略

【摘要】：在對(duì)外漢語(yǔ)教學(xué)中，以“很”為代表的絕對(duì)程度副詞是出現(xiàn)時(shí)間很早、使用頻率很高的一類(lèi)詞，但外國(guó)學(xué)生使用這些絕對(duì)程度副詞的情況并不盡如人意，筆者通過(guò)在HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中的檢索發(fā)現(xiàn)，，留學(xué)生在使用絕對(duì)程度副詞的過(guò)程中存在大量的偏誤。 本文運(yùn)用偏誤分析理論，中介語(yǔ)理論等相關(guān)的語(yǔ)言學(xué)理論以及語(yǔ)言教學(xué)理論對(duì)《HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)》中的常用絕對(duì)程度副詞的偏誤現(xiàn)象進(jìn)行歸類(lèi)，分析，并且采用描寫(xiě)和解釋的方法總結(jié)偏誤成因。 本研究共分四章： 首先，在緒論部分，本文介紹了常用絕對(duì)程度副詞的本體研究現(xiàn)狀和對(duì)外漢語(yǔ)教學(xué)研究現(xiàn)狀。目前關(guān)于絕對(duì)程度副詞的本體研究成果頗多，在對(duì)外漢語(yǔ)教學(xué)領(lǐng)域主要是教學(xué)和偏誤分析方面的研究。 其次，本文介紹了常用絕對(duì)程度副詞的使用現(xiàn)狀和偏誤分析。本章通過(guò)統(tǒng)計(jì)甲級(jí)程度副詞的使用情況確定了常用的絕對(duì)程度副詞有：“很”、“多么”、“太”和“真”。接著，運(yùn)用中介語(yǔ)理論和偏誤分析理論等對(duì)常用絕對(duì)程度副詞的偏誤進(jìn)行了分析。從“遺漏、誤加、誤用”三個(gè)角度，以《HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)》語(yǔ)料為研究范圍，來(lái)具體展開(kāi)偏誤分析。 再次，本文介紹了留學(xué)生使用常用絕對(duì)程度副詞出現(xiàn)偏誤的原因�；谇拔淖盍魧W(xué)生習(xí)得常用絕對(duì)程度副詞的偏誤分析成果，總結(jié)了產(chǎn)生偏誤的原因，偏誤原因主要從母語(yǔ)負(fù)遷移，目的語(yǔ)規(guī)則的泛化，以及社會(huì)環(huán)境的影響這四個(gè)方面來(lái)闡釋。 最后是對(duì)常用絕對(duì)程度副詞的對(duì)外漢語(yǔ)教學(xué)策略進(jìn)行探討。基于偏誤產(chǎn)生的原因，本文提出了以下教學(xué)建議：對(duì)比教學(xué)，分級(jí)教學(xué)，情景化教學(xué)以及改進(jìn)教材教輔。
[Abstract]:In the teaching of Chinese as a foreign language, the absolute degree adverb represented by "very" is a kind of word which appeared early and used frequently, but the situation of foreign students using these absolute degree adverbs is not satisfactory. By searching the HSK dynamic composition corpus, the author finds that there are a lot of errors in the process of using absolute degree adverbs. This paper classifies and analyzes the errors of absolute degree adverbs in HSK dynamic composition Corpus by using some linguistic theories such as error analysis theory interlanguage theory and language teaching theory. And use the method of description and explanation to sum up the causes of errors. This study is divided into four chapters: First of all, in the introduction part, this paper introduces the current situation of ontology research and teaching of Chinese as a foreign language in common use of absolute degree adverbs. At present, there are a lot of research results on absolute degree adverbs. In the field of teaching Chinese as a foreign language (TCFL), it mainly focuses on teaching and error analysis. Secondly, this paper introduces the current situation and error analysis of the commonly used absolute degree adverbs. This chapter determines the commonly used absolute degree adverbs: "very" and "how" through the statistics of the use of degree A adverbs. Then, we use the theory of interlanguage and the theory of error analysis to analyze the errors of common absolute degree adverbs from the three angles of "omission, wrong addition and misuse". Taking the HSK dynamic composition Corpus as the research scope, the error analysis is carried out. Thirdly, this paper introduces the causes of errors in the use of common absolute degree adverbs by foreign students. Based on the results of error analysis of the most commonly used adverbs, this paper summarizes the causes of errors. The causes of errors are mainly explained from four aspects: negative transfer of mother tongue, generalization of target language rules, and influence of social environment. Finally, this paper discusses the strategies of teaching Chinese as a foreign language with common absolute degree adverbs. Based on the causes of errors, this paper puts forward the following teaching suggestions: contrast teaching and graded teaching. Situational teaching and teaching aids in improving teaching materials.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：H195

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