【摘要】：在對(duì)外漢語(yǔ)教學(xué)中，留學(xué)生使用連詞“還有”的頻率和偏誤率都相當(dāng)高，然而漢語(yǔ)中有關(guān)連詞“還有”的研究很少，不利于對(duì)外漢語(yǔ)教學(xué)中“還有”的偏誤分析及針對(duì)性教學(xué)。為了幫助留學(xué)生更好地理解和掌握連詞“還有”的特征和用法，本文以北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)的留學(xué)生作文作為語(yǔ)料，試圖通過(guò)偏誤分析理論，分析留學(xué)生使用連詞“還有”的偏誤類(lèi)型和產(chǎn)生這些偏誤的主要原因，以便提出更有針對(duì)性且更有效的教學(xué)策略。 全文共分為六個(gè)部分。緒論主要介紹本文的選題是源于實(shí)際交際過(guò)程中留學(xué)生出現(xiàn)的偏誤。在研究現(xiàn)狀中，我們從語(yǔ)法角度、篇章角度和對(duì)外漢語(yǔ)教學(xué)三個(gè)方面羅列了中國(guó)學(xué)者對(duì)連詞“還有”的研究成果。其中本文采用的研究方法是偏誤分析和中介語(yǔ)理論。第一章是連詞“還有”的語(yǔ)法意義。主要從現(xiàn)代漢語(yǔ)角度著手，分析連詞“還有”的語(yǔ)義特征、語(yǔ)用環(huán)境和語(yǔ)篇功能。第二章是連詞“還有”的偏誤分析。本章中我們重點(diǎn)分析了留學(xué)生使用連詞“還有”的偏誤類(lèi)型，其中主要討論了連詞“還有”的混用和連詞“還有”的冗余兩大類(lèi)。連詞“還有”的混用中又包括“還有”與“還、和、而且、并且、另外、又”等詞的混用。第三章是連詞“還有”的偏誤原因分析，主要有母語(yǔ)的干擾，目的語(yǔ)知識(shí)負(fù)遷移，學(xué)習(xí)者個(gè)人因素和教學(xué)因素的不同。第四章中針對(duì)前文提到的偏誤類(lèi)型和產(chǎn)生偏誤的主要原因，本文提出了三個(gè)更有針對(duì)性且更有效的教學(xué)策略，包括對(duì)比分析，，辨明異同；結(jié)合語(yǔ)境，設(shè)定場(chǎng)景；聯(lián)系語(yǔ)體，增強(qiáng)交際。結(jié)語(yǔ)對(duì)全文進(jìn)行了總結(jié)，提出了研究的結(jié)論和仍存在的不足。
[Abstract]:In the teaching of Chinese as a foreign language, the frequency and error rate of using conjunction "you" by foreign students are very high. However, there are few studies on conjunction "still" in Chinese, which is not conducive to the error analysis and targeted teaching of "still" in teaching Chinese as a foreign language. In order to help foreign students better understand and master the characteristics and usage of conjunction "still", this paper takes the composition of HSK dynamic composition corpus of Beijing language and language University as the corpus to try to use the theory of error analysis. This paper analyzes the types of errors in the use of conjunctions "still" by foreign students and the main causes of these errors in order to put forward more targeted and effective teaching strategies. The full text is divided into six parts. The introduction mainly introduces that the topic is caused by the errors in the process of actual communication. In the present research situation, we list the achievements of Chinese scholars in conjunction "still" from the perspective of grammar, text and teaching Chinese as a foreign language. The methods used in this paper are error analysis and interlanguage theory. The first chapter is the grammatical meaning of conjunction "still". From the perspective of modern Chinese, this paper analyzes the semantic features, pragmatic environment and textual functions of conjunction "still". The second chapter is the error analysis of conjunction "still". In this chapter, we mainly analyze the types of errors in the use of conjunction "still" by foreign students, in which we mainly discuss the mixed use of conjunctions "still" and the redundancy of conjunctions "still". The mixed use of the conjunctions "still" includes the "still" and "also," and, in addition, the mixed use of the words "also" and "also". The third chapter analyzes the errors of conjunction "still", including the interference of mother tongue, the negative transfer of target language knowledge, and the differences between learners' personal factors and teaching factors. In the fourth chapter, aiming at the types of errors mentioned above and the main reasons for the errors, this paper puts forward three more targeted and effective teaching strategies, including comparative analysis, identifying similarities and differences; combining context, setting the scene; connecting style; Enhance communication. The conclusion summarizes the full text, puts forward the conclusion of the research and the deficiency.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195.3

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