本文選題：多項(xiàng)定語(yǔ) + 偏誤分析��； 參考：《中國(guó)人民大學(xué)》2014年碩士論文

【摘要】：多項(xiàng)定語(yǔ)是一個(gè)重要的語(yǔ)法點(diǎn)，是我們?nèi)粘１磉_(dá)中所必需的語(yǔ)法結(jié)構(gòu)。漢語(yǔ)中的多項(xiàng)定語(yǔ)有著自身的復(fù)雜性，包含著語(yǔ)法和邏輯的相互聯(lián)系與制約，對(duì)于漢語(yǔ)作為第二語(yǔ)言的學(xué)習(xí)者來(lái)說(shuō)，多項(xiàng)定語(yǔ)的學(xué)習(xí)就更加困難。本文選取了“HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)”中的語(yǔ)料，從實(shí)踐出發(fā)，對(duì)留學(xué)生關(guān)于多項(xiàng)定語(yǔ)語(yǔ)序的偏誤進(jìn)行分析，歸納偏誤種類(lèi)并探究產(chǎn)生偏誤的原因，從而希望為多項(xiàng)定語(yǔ)的教材編寫(xiě)及教學(xué)策略提出一些建議。 本文共分為四個(gè)部分。第一部分為緒論，主要介紹文章的寫(xiě)作目的和意義、研究現(xiàn)狀以及所需的理論知識(shí)。第二部分是本文的重點(diǎn)，筆者分析了從HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中收集到的偏誤語(yǔ)料，歸納出常見(jiàn)的多項(xiàng)定語(yǔ)語(yǔ)序偏誤類(lèi)型。第三部分以中介語(yǔ)理論和偏誤分析理論為基礎(chǔ)，分析了留學(xué)生多項(xiàng)定語(yǔ)語(yǔ)序偏誤產(chǎn)生的原因。第四部分本文結(jié)合當(dāng)下比較流行的三本對(duì)外漢語(yǔ)教材，從課文內(nèi)容設(shè)置、語(yǔ)法點(diǎn)講解以及練習(xí)的設(shè)置等三方面出發(fā)，考察了多項(xiàng)定語(yǔ)語(yǔ)法點(diǎn)在對(duì)外漢語(yǔ)教材中的設(shè)計(jì)安排，提出了相關(guān)的教材編寫(xiě)建議。同時(shí)，根據(jù)對(duì)偏誤原因的分析總結(jié)，，本文也提出了幾點(diǎn)對(duì)多項(xiàng)定語(yǔ)語(yǔ)序教學(xué)的建議。文章在結(jié)論部分指出多項(xiàng)定語(yǔ)的語(yǔ)序并沒(méi)有一個(gè)十分固定的規(guī)律，對(duì)學(xué)習(xí)者來(lái)說(shuō)是一個(gè)難點(diǎn)，但是通過(guò)對(duì)偏誤的分析研究，能夠更好地了解學(xué)習(xí)者的習(xí)得規(guī)律，從而采取更加有效的教學(xué)策略。
[Abstract]:Multi-attribute is an important grammatical point and a necessary grammatical structure in our daily expression. The multiple attributives in Chinese have their own complexity, including the interrelation and restriction of grammar and logic. For the learners of Chinese as a second language, it is more difficult to learn multiple attributives. This paper selects the corpus of HSK dynamic composition corpus, analyzes the errors of many attributive word orders of foreign students from practice, induces the types of errors and probes into the causes of errors. It is hoped that some suggestions will be put forward for the compilation of several attributive textbooks and teaching strategies. This paper is divided into four parts. The first part is the introduction, mainly introduces the writing purpose and significance of the article, the present situation of the research and the theoretical knowledge needed. The second part is the focus of this paper. The author analyzes the error data collected from the HSK dynamic composition corpus and concludes the common types of attributive word order errors. The third part, based on the theory of interlanguage and error analysis, analyzes the causes of the errors in multi-attributive word order of foreign students. The fourth part of this paper, based on the three popular textbooks of Chinese as a foreign language at present, from the aspects of text content setting, grammar point explanation and practice setting, this paper investigates the design arrangement of several attributive grammar points in the teaching material of TCFL. Some suggestions on the compilation of textbooks are put forward. At the same time, according to the analysis of the causes of errors, this paper also puts forward several suggestions on the teaching of multi-attributive word order. In the conclusion part, the author points out that the word order of multi-attribute is not a very fixed rule, which is a difficulty for learners, but through the analysis of errors, it can better understand the rules of learners' acquisition. In order to adopt more effective teaching strategy.
【學(xué)位授予單位】：中國(guó)人民大學(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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