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  本文關鍵詞： 泰國學生 時間副詞 偏誤分析　出處：《吉林大學》2013年碩士論文　論文類型：學位論文

【摘要】：從對外漢語教學的角度來說，時間副詞是挺難教也挺難掌握的一個小類，就是說，是對外漢語教學的一個難點。這主要是由于時間副詞這個集合太復雜。它們語義空靈，幾乎每個副詞在句法上都有自己的個性，，且用法多變；不僅數(shù)量大，而且相近的多。比如“已經(jīng)、曾經(jīng)”形近；“馬上、立刻”義近；“一向、向來”形義皆近。相近就容易弄錯，相近就要講如何區(qū)分；可是，要一下子講清它們之間的區(qū)別與聯(lián)系還真不是一件容易的事，因為本體研究方面還不能提供足夠的成果。本體語法研究，虛詞和句式比較受重視；副詞，一般看作實詞，被重視的程度就差一些。因而這方面的成果，特別是可以為對外漢語課堂所用的成果還不多。沒有本體研究成果的支撐，對外漢語教學的效果就會大打折扣。同時還必須看到，教學的需要是促進本體研究的動力之一。本體研究的最終意義是服務于應用，而對外漢語教學是一個重要的應用領域。所以本體研究也要了解應用領域里需要什么。由教學領域提出問題，引發(fā)本體研究的重視，然后將本體研究成果轉(zhuǎn)化為教學成果，這個過程應該是一個良性的循環(huán)�；诖朔N想法，本文對泰國學生使用時間副詞的偏誤情況進行了調(diào)查，并做了些研究，分析了偏誤的成因，嘗試為對外漢語時間副詞的教學提供有益的建議。 本文以《中國漢語水平考試大綱[高等]》甲、乙、丙、丁四級詞匯表以及《高等學校外國留學生漢語言專業(yè)教學大綱》(一至四年級)詞匯表中所選取的37個時間副詞為研究范圍，以泰國清萊皇家大學的大二漢語專業(yè)的80名學生為調(diào)查對象，通過對問卷調(diào)查和搜集到的作文作業(yè)進行整理和分析，把偏誤分成了四類：缺失、錯序、誤增、錯選。經(jīng)分析得出，導致錯誤的主要原因有：泰國學生母語的負遷移、目的語的負遷移、教師教學中的失當（此項與本體研究薄弱有關）、以及教材的因素（此項也與本體研究薄弱有關）等。 最后，本文探討了對外漢語時間副詞的教學方法，并對教師的教學策略提出了采用近義時間副詞辨析法的建議（詳見第五章第一節(jié)），同時，也對對外漢語教材的編寫提出了建議（詳見第五章第三節(jié)）。
[Abstract]:From the perspective of teaching Chinese as a foreign language, temporal adverbs are difficult to teach and difficult to master, that is to say. It is a difficult point in teaching Chinese as a foreign language. This is mainly due to the complexity of the set of time adverbs. Almost every adverb has its own syntactic personality and its usage is changeable. Not only a large number, but also a lot of similar. For example, "already, once" near; "at once, now" is near; "all the time," the form and meaning are close. It is easy to make a mistake if one is close, and one must tell how to distinguish between them. However, it is not easy to clarify the differences and connections between them at once, because the ontological research can not provide enough results. The study of ontological grammar, function words and sentence patterns are paid more attention to; Adverbs, which are generally regarded as notional words, are valued to a lesser extent. Therefore, the achievements in this respect, especially those that can be used in TCFL, are not much. There is no support for the results of ontology research. The effect of teaching Chinese as a foreign language will be greatly reduced. At the same time, we must also see that the need of teaching is one of the driving forces to promote ontology research. The ultimate significance of ontology research is to serve the application. However, teaching Chinese as a foreign language is an important application field. Therefore, ontology research should also understand what is needed in the application field. Then the ontology research results into teaching results, this process should be a virtuous cycle. Based on this idea, this paper investigates the errors in the use of time adverbs by Thai students, and does some research. This paper analyzes the causes of errors and tries to provide useful suggestions for the teaching of time adverbs in TCFL. The outline of Chinese proficiency Test [Higher] > > A, B, C, D4 vocabularies and 37 time adverbs selected in the syllabus of Chinese language majors for Foreign students in Colleges and Universities (grades 1 to 4) are selected as the scope of the study. Taking 80 sophomores majoring in Chinese from Royal University of Ching Rai in Thailand as the research subjects, this paper classifies errors into four categories: missing, wrong order, and error increasing through sorting out and analyzing the questionnaire and the collected composition assignments. Through the analysis, the main reasons are: the negative transfer of Thai students' mother tongue, the negative transfer of target language, and the improper teaching of teachers (this is related to the weakness of ontology research). As well as the teaching material factor (this also has to do with the ontology research weakness) and so on. Finally, this paper discusses the teaching methods of time adverbs in TCFL, and puts forward some suggestions for teachers' teaching strategies to use synonymous temporal adverbs (see section 1 of Chapter 5th, at the same time). The author also puts forward some suggestions on the compilation of teaching materials for Chinese as a foreign language (see Section 3 of Chapter 5th for details.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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本文編號：1486409