【摘要】：本文主要探討了限定性范圍副詞的使用情況、各個(gè)限定性范圍副詞單用偏誤類型、連用偏誤類型以及習(xí)得情況,并考察了限定性范圍副詞在教學(xué)大綱及教材中的設(shè)置情況,分析了偏誤原因,有針對(duì)性地提出了一些教學(xué)策略。 從使用情況上看,留學(xué)生限定性范圍副詞使用過多的情況較多,甲級(jí)限定性范圍副詞使用過多的傾向要比乙級(jí)限定性范圍副詞更明顯,使用不足與基本一致的現(xiàn)象出現(xiàn)在乙級(jí)限定性范圍副詞中。3個(gè)甲級(jí)限定性范圍副詞單用時(shí),雖然都存在使用過多的現(xiàn)象,但其嚴(yán)重度也不一樣。留學(xué)生單獨(dú)使用甲級(jí)限定性范圍副詞的頻率要高于乙級(jí)限定性范圍副詞。限定性范圍副詞連用時(shí),留學(xué)生的使用頻率較高,而漢語母語者的使用頻率則較低。連用類型多為內(nèi)部連用,連用頻率過高現(xiàn)象在各連用類型中也呈現(xiàn)出不平衡的趨勢(shì)。 從偏誤類型上看,在498例單用時(shí)的偏誤中,對(duì)絕大多數(shù)限定性范圍副詞而言,偏誤數(shù)量較多的是誤代和遺漏這兩類。限定性范圍副詞單用時(shí),遺漏偏誤主要是遺漏了限定性范圍副詞,誤代偏誤主要是內(nèi)部誤代；而限定性范圍副詞連用時(shí)的偏誤主要是冗余和遺漏,且冗余偏誤大多出現(xiàn)在表遞進(jìn)關(guān)系的復(fù)句中,而誤代偏誤和錯(cuò)序偏誤數(shù)量相對(duì)較少。在現(xiàn)代漢語中,限定性范圍副詞與其他范圍副詞配合連用時(shí),具有較強(qiáng)的后連用能力�！爸弧迸c其他范圍副詞配合連用時(shí)大多是后連用,但各連用類型的語義指向不盡相同；“才”的語義指向是單一的,而且它只能后指,“才”與“都”以外的其他范圍副詞連用時(shí)語義指向基本一致,“僅僅”、“光”的連用用例較少。從限定性范圍副詞的習(xí)得情況來看,限定性范圍副詞單用時(shí),甲級(jí)限定性范圍副詞的偏誤率相對(duì)較低,2|3的甲級(jí)限定性范圍副詞的偏誤率均低于30%,而乙級(jí)限定性范圍副詞的偏誤率相對(duì)較高。限定性范圍副詞連用時(shí),總體情況較好,連用過多、偏誤率較低與連用過多、偏誤率較高這兩種情況并存,各連用類型的偏誤率也并不均衡。對(duì)于限定性范圍副詞的教學(xué),我們可采取對(duì)比法、固定搭配法、刪除法、分階段教學(xué)與系統(tǒng)復(fù)習(xí)鞏固等教學(xué)策略。
[Abstract]:This paper mainly discusses the use of the restrictive adverbs, the types of errors in the limited scope adverbs, the types of misuse and the acquisition, and the setting of the restrictive adverbs in the syllabus and teaching materials. The reasons for the errors are analyzed, and some teaching strategies are put forward by the needles.
In terms of use, the limited range adverbs of foreign students use too much, and the excessive use of the class a restrictive adverb is more obvious than the second class limit adverb. The phenomenon of insufficient use and basic consistency appears in the.3 class a limited range adverb in the second class restrictive adverb, although all of them are used. There are too many phenomena to be used, but their severity is different. The frequency of foreign students to use class a limited adverbs alone is higher than that of class B limited adverbs. When the restrictive adverbs are used, the use frequency of foreign students is higher, while the use frequency of Chinese native speakers is lower. The phenomenon of excessive phenomenon also presents an unbalanced trend in all types of joint use.
From the type of error, in the error of 498 cases of single use, for most restrictive adverbs, there are two types of misuse and omission. The main errors are redundancy and omission, and most of the redundancy errors appear in the compound sentence of the progressive relation of the table, while the number of mistaken errors and missequence errors is relatively small. In modern Chinese, the restrictive adverb and other range adverbs are combined with other adverbs, and have strong post continuous energy. "Only" in conjunction with other adverbs of adverbs is large. The semantic point of the "talent" is single, and it can only refer to the latter, and the semantic points of the adverbs other than the other are basically consistent when they are used. "Only", "light" is less use cases. From the acquisition of limited range adverbs, the limit is limited. When the qualitative adverb is used alone, the error rate of the limited range adverb is relatively low, and the error rate of the 2|3 class a limit adverb is lower than 30%, while the second class restrictive adverb is relatively high. When the restrictive adverbs are used, the general situation is better, the use of the adverbs is too much, the error rate is lower and the error rate is more. The two cases coexist, and the error rate of each type of continuous use is not balanced. For the teaching of the restrictive adverb, we can adopt the comparative method, the fixed collocation method, the deleting method, the phased teaching and the systematic review and consolidation.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：2173796