小学生高年级段汉语书面表达状语偏误考察及教学对策研究

发布时间：2018-04-11 20:58

本文选题：小学生高年级段 + 书面表达　；参考：《华中师范大学》2017年硕士论文

【摘要】：在传统的语法观念里,主谓宾是句子的主干,定状补只是附加成分,但吴启主和李裕德却用构件确定句子成分的理论,通过变位的方式,指出句子成分实际是主语、谓语、状语。徐杰又提出“谓头说”,认为谓头的位置是能实现全句功能范畴表达的敏感语法位置,因为它能把补足成分里的动词、形容词、动词性短语、形容词性短语等有效地转化成一个谓语,并让它跟主语产生传统语法所说的“主谓关系”。这两种说法都强调了状语的重要性。而且状语本身的成分相对复杂,类别也较多,还有一定的语序规则,这些对抽象思维能力和汉语语感都相对较弱的小学生来讲,学习和应用起来较为困难,所以在其进行书面表达时难免出现偏误。本文基于所收集的4000余条华中师范大学附属小学高年级段的书面表达语法偏误语料,对其中出现的状语偏误进行统计分析,将状语按照语义分为两大类二十一小类,并分别统计每类状语的使用例数、正确用例、偏误用例以及各自比率,进而考察每类状语的使用情况。又将偏误类型归为使用不当、错序、残缺、冗余和杂糅五类,分别统计各类状语的偏误类型情况。接着进一步精确到每种偏误类型涉及的词类偏误情况,列出偏误较多词类的偏误情况和偏误词语。然后综合各类表格,与国内对于留学生状语偏误的研究成果和中学生相关词类的研究成果进行对比和原因分析,最终得出状语学习时间排序和学习难度等级排序。最后结合研究成果,分别从教师、教材、学生三个角度给出相应的教学策略建议。通过本次研究,笔者期望能较为真实客观地反映小学生高年级段的状语学习情况,并通过与留学生、中学生的汉语状语学习情况对比,找出汉语状语学习特点,为小学生的状语教学和学习提供参考,并希望能对对外汉语状语的教学有所启示。
[Abstract]:In the traditional grammatical concept, the subject-predicate object is the main part of the sentence, and the fixed complement is only the additional component. However, Wu Qi-lord and Li Yu-de use the theory of component to determine the sentence component, and point out that the sentence component is actually the subject and predicate through the way of transformation.Adverbial.Xu Jie also put forward the "predicate head theory", believing that the position of predicate head is a sensitive grammatical position which can realize the expression of functional category of the whole sentence, because it can complement the verb, adjective, verb phrase in the component,Adjective phrases are effectively transformed into a predicate, and the relation between the adjective phrase and the subject is called "subject-predicate" in traditional grammar.Both statements emphasize the importance of adverbials.Moreover, the adverbial itself is relatively complex in composition, in many categories, and in certain word order rules. These are more difficult for pupils with relatively weak abstract thinking ability and Chinese language sense to learn and apply.Therefore, in its written expression inevitably appear bias.Based on more than 4000 grammatical errors of written expressions in senior primary schools affiliated to Central China normal University, this paper makes a statistical analysis of adverbial errors and classifies adverbial errors into two categories and 21 subcategories according to their semantics.The use of each adverbial, correct use case, error use case and their respective ratio were counted respectively, and then the usage of each adverbial was investigated.The types of errors are classified as improper use, wrong order, incomplete, redundant and mixed, and the error types of various adverbials are counted respectively.Further more, the error of each type of error is given, and the errors of more parts of speech and the words of error are listed.Then synthesizing all kinds of tables, comparing with the domestic research results of foreign students' adverbial errors and middle school students' related parts of speech, the final conclusion is the ranking of adverbial learning time and learning difficulty level.Finally, combined with the research results, the corresponding teaching strategy suggestions are given from three angles: teachers, textbooks and students.Through this study, the author hopes to reflect the adverbial learning situation of the senior stage of primary school students objectively and realistically, and find out the characteristics of Chinese adverbial learning by comparing the learning situation of adverbial language with that of foreign students and middle school students.It provides reference for primary school students' adverbial teaching and learning, and hopes to enlighten the teaching of Chinese adverbial as a foreign language.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

【参考文献】