【摘要】：現(xiàn)代漢語副詞中,“才”和“就”的功能多、使用頻率高、意義用法復雜,是維吾爾族學生學習的重點和難點。目前,還沒有針對維吾爾族學生、全而考察“才”和“就”各義項習得的專項研究。針對維爾族學生對漢語高頻副詞“才”和“就”進行習得順序和偏誤分析的個案研究,對漢語本體研究,對少數(shù)民族學習漢語副詞的專項研究具有理論和實踐雙重意義。 本文主要采用問卷調(diào)查的方式,考察了維吾爾族預科生副詞“才”和“就”各義項的使用情況,統(tǒng)計分析其使用“才”和“就”時的偏誤率,總結(jié)各義項習得的難易順序。分析“才”和“就”各義項的偏誤表現(xiàn),總結(jié)出偏誤的原因,并以此提出教學建議。主要心得有： 1.維吾爾族預科生對于“才”的習得情況比“就”好。學生對“才”和“就”的習得在語義方面掌握的最好,偏誤率最低,“才”在“才”和“就”的選擇使用方面偏誤率最高,而“就”在句子位置方面偏誤率最高。 2.維吾爾族預科生習得“才”和“就”的難易順序與其語法化順序有著很大的一致性,說明維吾爾族學生在習得副詞“才”和“就’時存在一個內(nèi)在的習得順序。 3.通過MHK三級和四級兩個對照組的分析得出,隨著漢語水平的提高,學生對“才”和“就”各個義項的習得偏誤都有所減少,但是每個義項偏誤減少的幅度是不均衡的。 4.同一漢語水平組的維吾爾族預科生,副詞“就”各義項習得的偏誤率之間的差距要比“才”的差距大。同一漢語水平組的學生,副詞“才”和“就”對立義項的偏誤率分布呈現(xiàn)出一定的負相關(guān)性;而“才”和“就”相似義項的偏誤率分布則呈現(xiàn)出一定的一致性。 5.維吾爾族預科生習得副詞“才”和“就”偏誤的主要原因是母語相應形式的缺失和義項輸入數(shù)量不足或有個別語義指向輸入不正確。同時,學生使用它們時的過度泛化也是其產(chǎn)生偏誤的原因。 文章提出,為了減少維吾爾族學生使用“才”和“就”時產(chǎn)生偏誤的情況,教材編寫和課堂教學過程中應根據(jù)維吾爾族學生習得“才”和“就”的難易程度,循序漸進,突出重點、難點。對使用率、偏誤率較高的義項應加大其義項輸入數(shù)量,注意語義輸入的正確性,重復強化、反復練習。并且充分利用學生對“才”和“就”認知的特點加強引導。
[Abstract]:In modern Chinese adverbs, "Cai" and "Ju" have many functions, high frequency of use and complex meanings, which are the key and difficult points for Uygur students to learn. At present, there is no special research on Uygur students' acquisition of various meanings. In view of the case study on the acquisition order and error of the Chinese high-frequency adverbs "talent" and "on", the study of Chinese ontology and the special study of minority nationality learning Chinese adverbs are of both theoretical and practical significance. This paper mainly adopts the method of questionnaire to investigate the usage of the Uygur prep adverbs "talent" and "on", analyzes the error rate of using "talent" and "just", and sums up the difficult and easy order of the acquisition of each meaning. This paper analyzes on the misrepresentation of various meanings of "talent" and "on", sums up the causes of the errors, and puts forward some teaching suggestions. The main findings are: 1. Uygur matriculation students' acquisition of "talent" is better than "just". The students' acquisition of "talent" and "just" is the best in semantic terms, the error rate is the lowest, the "talent" and "on" are the highest in the choice of "talent" and "on", and the "on" is the highest in the position of sentence. 2. The difficult and easy order of Uygur prep students' acquisition of "talent" and "just" has great consistency with their grammaticalization order, which shows that there is an inherent order of acquisition for Uygur students in the acquisition of adverbs "talent" and "on". 3. Through the analysis of the two control groups of MHK level 3 and 4, it is concluded that with the improvement of the Chinese level, the students' acquisition errors of "talent" and "just" have been reduced, but the extent of the decrease of each meaning error is uneven. 4. In Uygur prep students of the same Chinese proficiency group, the gap between the error rate of each meaning acquisition of adverb "on" is larger than that of "talent". In the same Chinese level group, the distribution of the error rate of the adverb "Cai" and "Ju" showed a certain negative correlation, while the distribution of the error rate of the "talent" and "on" similar meanings showed a certain consistency. 5. The main reasons for Uygur preparatory students to acquire the adverbs "talent" and "on" are the lack of corresponding forms in their mother tongue and the insufficient number of semantic entries or the incorrect input of individual semantic points. At the same time, the overgeneralization of students' use of them is also the cause of their errors. In order to reduce the errors in Uygur students' use of "talent" and "on", it is suggested that the compilation of teaching materials and the process of classroom teaching should be carried out step by step according to the difficulty and ease of Uygur students' acquisition of "talent" and "on". Highlight the key points or difficulties. For the items with high usage rate and high error rate, the number of their meaning input should be increased, the correctness of semantic input should be paid attention to, the repeated reinforcement and repeated practice should be paid attention to. And make full use of students to "talent" and "on" cognitive characteristics to strengthen guidance.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H146

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本文編號：2414995