【摘要】：因果連詞在漢語(yǔ)連詞中所占的比重較大,作為連詞的小類(lèi)因果連詞在篇章結(jié)構(gòu)的銜接中也起著重要的作用。目前,語(yǔ)言學(xué)界對(duì)現(xiàn)代漢語(yǔ)因果連詞的本體研究比較充分,而外漢語(yǔ)教學(xué)界對(duì)因果連詞習(xí)得的系統(tǒng)研究相對(duì)薄弱,再加上幾乎每個(gè)民族都有表因果邏輯關(guān)系的詞語(yǔ),教師在教學(xué)中很容易忽略因果連詞的講解。因此,因果連詞是對(duì)外漢語(yǔ)教學(xué)的重點(diǎn)和難點(diǎn)之一。本研究是對(duì)外國(guó)留學(xué)生習(xí)得漢語(yǔ)因果連詞的初步探討。論文明確了漢語(yǔ)因果連詞的范圍：從而、故、所以、以至(于)、以致、因此、因而、因?yàn)�、由于、于是、之所以、致使、既然、可�?jiàn),共14個(gè)。為了對(duì)因果連詞單用和合用的情況進(jìn)行對(duì)比,我們對(duì)“因?yàn)椤�、“由于”單用和“因�(yàn)椤�、“由于”與“所以”合用的情況(即“因?yàn)椤浴�、“由于……所以……�?分別進(jìn)行了考察。 本研究主要分為五個(gè)部分： 第一部分,介紹了本文的研究背景與研究意義、.研究對(duì)象、語(yǔ)料來(lái)源、主要研究方法和主要研究思路等,闡明了本課題的來(lái)源、價(jià)值,并對(duì)課題的研究?jī)?nèi)容和方法進(jìn)行了說(shuō)明。第二部分,梳理目前漢語(yǔ)因果連詞的本體研究成果以及對(duì)外漢語(yǔ)教學(xué)界的因果連詞研究。目前國(guó)內(nèi)對(duì)于因果連詞的研究成果還集中在本體研究階段,對(duì)因果連詞的個(gè)案研究和作為關(guān)聯(lián)詞語(yǔ)在復(fù)句中的合用研究都比較充分。對(duì)外漢語(yǔ)教學(xué)界對(duì)因果連詞的研究成果主要是針連詞的教學(xué)現(xiàn)狀進(jìn)行的調(diào)查研究以及運(yùn)用對(duì)比分析方法分析留學(xué)生的連詞運(yùn)用偏誤情況。第三部分,通過(guò)定量分析、偏誤分析確定外國(guó)留學(xué)生漢語(yǔ)因果連詞使用偏誤包括遺漏、誤加、誤代、錯(cuò)序、雜糅5種類(lèi)型,其中誤代偏誤所占比例最大。偏誤的原因主要包括母語(yǔ)知識(shí)的負(fù)遷移、目的語(yǔ)知識(shí)的負(fù)遷移、語(yǔ)言學(xué)習(xí)環(huán)境的影響等方面。第四部分,依據(jù)因果連詞的使用率、正確使用率和正確使用相對(duì)頻率情況以及與漢語(yǔ)母語(yǔ)使用者使用情況的對(duì)比,結(jié)合對(duì)外國(guó)留學(xué)生漢語(yǔ)“因果連詞”主觀難易度調(diào)查得出的分析結(jié)果,構(gòu)擬出外國(guó)留學(xué)生“因果連詞”的習(xí)得順序?yàn)椋核浴虼恕驗(yàn)椤驗(yàn)椤浴⒂捎�、于是—由于……所以……、從而、因而—既然—可�?jiàn)—之所以—故—以致—以至(于)—致使。第五部分,以前面三、四章的研究結(jié)果為參照,根據(jù)因果連詞習(xí)得順序的不同,對(duì)因果連詞在教材、大綱中的編排、教師的具體教學(xué)策略以及練習(xí)的設(shè)計(jì)提出一些針對(duì)性的建議。 本文的研究特色在于：根據(jù)目前漢語(yǔ)因果連詞的本體研究比較充分而對(duì)外漢語(yǔ)教學(xué)界的有關(guān)研究比較薄弱的現(xiàn)象,以漢語(yǔ)因果連詞本體研究為理論依據(jù),系統(tǒng)地研究外國(guó)留學(xué)生漢語(yǔ)因果連詞的習(xí)得情況；將漢語(yǔ)母語(yǔ)者因果連詞的使用情況與外國(guó)留學(xué)生因果連詞的使用情況進(jìn)行對(duì)比,找出漢語(yǔ)母語(yǔ)者和外國(guó)留學(xué)生在因果連詞使用頻率上的差別,從而發(fā)現(xiàn)因果連詞小類(lèi)中的使用過(guò)度或者使用不足的現(xiàn)象；將語(yǔ)料庫(kù)分析與外國(guó)留學(xué)生漢語(yǔ)“因果連詞”主觀難易度調(diào)查分析相結(jié)合,從客觀表現(xiàn)及主觀意識(shí)兩個(gè)方面考察留學(xué)生因果連詞習(xí)得情況,結(jié)合頻率分析法最終得出因果連詞的習(xí)得順序。
[Abstract]:Causal conjunctions account for a large proportion of Chinese conjunctions, and they play an important role in the cohesion of discourse structure. At present, linguistic circles have done a lot of research on the noumenon of modern Chinese causal conjunctions, while the research on the acquisition of causal conjunctions in the field of teaching Chinese as a foreign language is relatively weak. Causal conjunctions are one of the key and difficult points in teaching Chinese as a foreign language. This study is a preliminary study of foreign students'acquisition of Chinese causal conjunctions. In order to compare the single use of causal conjunctions with the combined use of causal conjunctions, we divide "because", "because", "because", "because", "because" and "because", "because" and "so" together (that is, because. so","because. so"). Don't look at it.
This study is divided into five parts.
The first part introduces the research background and significance of this paper. The research object, the source of the corpus, the main research methods and the main research ideas. It clarifies the origin and value of this topic, and explains the research contents and methods of this topic. The second part combs the current research results of Chinese causal conjunctions and the Chinese as a foreign language. The research on causal conjunctions in teaching circles. At present, the domestic research achievements on causal conjunctions are still concentrated in the ontological research stage, and the case study of causal conjunctions and the combination of causal conjunctions in complex sentences as correlative words are fully studied. The third part, through quantitative analysis and error analysis, identifies five types of errors in the use of Chinese causal conjunctions by foreign students, including omission, incorrect addition, misrepresentation, misordering and miscellaneous. Negative transfer of knowledge, negative transfer of target language knowledge, influence of language learning environment and so on. The fourth part, according to the usage rate of causal conjunctions, the correct usage rate and the relative frequency of correct usage as well as the comparison with the use of Chinese native speakers, combined with the subjective difficulty survey of foreign students'Chinese "causal conjunctions" The order of acquisition of the causal conjunctions of foreign students is: therefore, therefore, because, therefore, because, therefore, because, therefore, and therefore, since, visible, why, therefore, and so on. Part V, the results of the previous three and four chapters as a reference. According to the different acquisition order of causal conjunctions, this paper puts forward some suggestions on the arrangement of causal conjunctions in textbooks, syllabus, teachers'specific teaching strategies and the design of exercises.
The characteristics of this study are as follows: according to the phenomena that the ontology of Chinese causal conjunctions is well studied but the research on TCFL is relatively weak, the acquisition of Chinese causal conjunctions by foreign students is systematically studied on the basis of the ontology of Chinese causal conjunctions, and the causal conjunctions of Chinese native speakers are used as causal conjunctions. By comparing the use of causal conjunctions with that of foreign students, this paper finds out the differences in the frequency of causal conjunctions between Chinese native speakers and foreign students, and finds out the overuse or underuse of causal conjunctions in the category of causal conjunctions. Based on the investigation and analysis, the acquisition of causal conjunctions by foreign students is investigated from two aspects of objective performance and subjective consciousness, and the acquisition order of causal conjunctions is finally obtained by frequency analysis.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195

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