本文關鍵詞：HSK動態(tài)作文語料庫中留學生使用“然后”的偏誤研究　出處：《吉林大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： HSK動態(tài)作文語料庫 然后 偏誤 對外漢語教學

【摘要】：連詞的教學是對外漢語教學的重點和難點，而詞語“然后”是最常用的連詞之一同時也是留學生使用偏誤較多的一個詞。為了在以后的漢語教學中規(guī)避偏誤，使?jié)h語教學工作者更簡便更有效地開展對外漢語教學工作，筆者認為選取留學生在學習過程中比較容易產生問題的詞語“然后”作為偏誤研究對象是有現(xiàn)實意義的。 本文以HSK動態(tài)作文語料庫中搜集到的共300例含有“然后”的偏誤語料為研究依據(jù)，對“然后”的偏誤情況進行分析，總結了“然后”的偏誤類型，探討了偏誤產生的原因，并對“然后”的第二語言教學提出建議。本文的論述分為六個部分。 第一部分是緒論。介紹本文選題的原因和意義、語料來源以及本文的理論基礎和研究步驟。 第二部分是研究綜述。介紹了“然后”的研究現(xiàn)狀以及本文的特色和創(chuàng)新之處。 第三部分是留學生使用“然后”及其相關結構的偏誤類型。這部分主要運用偏誤分析理論，分析總結了留學生使用“然后”出現(xiàn)的誤用、遺漏、誤加三種偏誤類型。誤用部分分析了“然后”與“以后”、“后來”、“然而”的誤用，論述了“然后”與這些詞語的異同，，為下文規(guī)避錯誤提供了依據(jù)。遺漏部分和誤加部分分別論述了“然后”的遺漏偏誤和誤加偏誤。 第四部分闡述了留學生使用“然后”產生偏誤的原因。包括母語的負遷移、對外漢語教材編排的影響以及對外漢語教師課堂教學的誤導和學習者學習方法的影響。 第五部分探討了針對“然后”偏誤的解決策略。包括加強本體研究、科學編排教材以及對教師教學的建議。第六部分是結語部分。這部分總結了本文的研究成果和不足。
[Abstract]:The teaching of conjunctions is the key and difficult point in teaching Chinese as a foreign language, and the word "then" is one of the most commonly used conjunctions, and it is also a word used by foreign students in order to avoid errors in the future Chinese teaching. To make Chinese teaching workers more simple and effective to carry out the work of teaching Chinese as a foreign language. The author thinks that it is of practical significance to select the term "then", which is easy to cause problems in the process of studying, as the object of study. Based on a total of 300 cases of "then" errors collected from the HSK dynamic composition corpus, this paper analyzes the errors of "then" and summarizes the types of errors of "then". This paper probes into the causes of errors and puts forward some suggestions on the second language teaching of "then". The thesis is divided into six parts. The first part is the introduction. It introduces the reasons and significance of this topic, the source of the corpus, the theoretical basis and the research steps of this paper. The second part is a review of the research. The third part is the types of errors in the use of "then" and its related structures by foreign students. This part mainly uses the theory of error analysis to analyze and summarize the misuses and omissions that appear in the use of "then" by foreign students. The misuse part analyzes the misuse of "then" and "later", "later", "however", and discusses the similarities and differences between "then" and "then". This paper provides the basis for the following error avoidance. The missing part and the wrong addition part discuss the omission error and the false addition error respectively. Part 4th explains the reasons for errors in the use of "then" by foreign students, including the negative transfer of their mother tongue. The influence of teaching material arrangement of TCFL, the misdirection of classroom teaching of TCFL and the influence of learners' learning methods. Part 5th discusses the solutions to the "then" bias, including strengthening ontology research. Scientific arrangement of teaching materials and suggestions for teachers' teaching. 6th is the conclusion. This part summarizes the research results and shortcomings of this paper.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：H195

【參考文獻】

相關期刊論文 前2條

1 王向暉;;“然后”一詞誤用現(xiàn)象探析[J];絲綢之路;2011年08期

2 張德祿;論銜接關系——話語組成機制研究[J];外語教學;2003年01期

本文編號：1422640