本文選題：差比句 + 習得研究　； 參考：《西北師范大學》2014年碩士論文

【摘要】：差比句是對外漢語教學中一個重要的語法點，作為常用句式的一種，差比句因為句式種類多，本體研究仍存在一些分歧，這增加了差比句對外漢語教學的難度。國內外學者對差比句的本體研究成果非常豐富，但基于對外漢語教學的差比句研究卻較少。 本文以“HSK動態(tài)語料庫”為語料來源，對留學生差比句的習得過程、偏誤分析等方面進行深入、細致的探討。文本以本體研究為基礎，在對比分析留學生差比句的語料基礎上，通過數(shù)據(jù)統(tǒng)計、圖表展示等方法，探討差比句的二語習得、偏誤類型分析、偏誤原因和對外漢語教學策略等問題。 通過對留學生差比句使用頻率、偏誤率以及偏誤使用相對頻率進行分析，發(fā)現(xiàn)留學生在習得差比句時存在一定的習得難度。以具體偏誤實例為依據(jù)，依托了差比句的結構將偏誤分為比較標記方面的偏誤、比較項方面的偏誤和結論項方面的偏誤；同時依據(jù)偏誤的類型將偏誤分為遺漏、誤加、錯序、誤代和雜糅五種偏誤類型。在習得過程研究及偏誤分析的基礎上，從留學生方面、課堂教學方面和語言認知和語言結構方面對留學生習得差比句原因進行分析。并由此提出差比句的對外漢語教學策略，建議從教學內容和教學方法兩方面入手，注重易混句法成分的比較分析、針對性練習的設置、對差比句分等級教學等，同時依托于語際對比教學、語感教學以及糾錯教學，，開展留學生差比句的教學。
[Abstract]:Differential-ratio sentence is an important grammatical point in teaching Chinese as a foreign language. As one of the commonly used sentence patterns, there are still some differences in the study of ontology because of the variety of sentence types, which increases the difficulty of teaching Chinese as a foreign language. Scholars at home and abroad have made a great deal of research on the Noumenon of contrast sentences, but there are few researches on them based on teaching Chinese as a foreign language. Taking HSK dynamic Corpus as the data source, this paper makes a thorough and detailed study on the acquisition process and error analysis of foreign students' difference comparison sentences. On the basis of ontological study, this paper discusses the second language acquisition and error type analysis of foreign students by means of data statistics, chart display and so on, on the basis of contrastive analysis of the corpus of foreign students' difference comparison sentences. The causes of errors and teaching strategies for Chinese as a foreign language. By analyzing the frequency, error rate and relative frequency of foreign students' use of difference ratio sentences, it is found that it is difficult for foreign students to acquire difference ratio sentences. Based on the concrete error examples, the errors are divided into three categories: the comparative errors, the comparative errors and the conclusion errors, and the errors are classified into omissions, errors, and errors according to the types of errors, and the errors are divided into three categories: the errors of comparison, the errors of comparison items and the errors of conclusion items, at the same time, according to the types of errors, errors are classified into omissions, errors and errors. Error-generation and hybridity are five types of errors. On the basis of the study of acquisition process and the analysis of errors, this paper analyzes the reasons of the difference in the acquisition of sentences from the aspects of foreign students, classroom teaching, language cognition and language structure. From this point of view, the author puts forward the strategy of teaching Chinese as a foreign language, and suggests that, from the aspects of teaching content and teaching method, it should pay attention to the comparative analysis of syntactic elements, the setting of specific exercises, the teaching of different sentence levels, etc. At the same time, it relies on the contrastive teaching, language sense teaching and error correction teaching.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195

【參考文獻】

相關期刊論文 前10條

1 王黎;;“不比”句多義性動因考察[J];北京大學學報(哲學社會科學版);2009年03期

2 陳s

本文編號：1842453