连词“还有”的偏误分析及教学策略
发布时间：2018-09-13 15:45
【摘要】：在对外汉语教学中，留学生使用连词“还有”的频率和偏误率都相当高，然而汉语中有关连词“还有”的研究很少，不利于对外汉语教学中“还有”的偏误分析及针对性教学。为了帮助留学生更好地理解和掌握连词“还有”的特征和用法，本文以北京语言大学HSK动态作文语料库的留学生作文作为语料，试图通过偏误分析理论，分析留学生使用连词“还有”的偏误类型和产生这些偏误的主要原因，以便提出更有针对性且更有效的教学策略。 全文共分为六个部分。绪论主要介绍本文的选题是源于实际交际过程中留学生出现的偏误。在研究现状中，我们从语法角度、篇章角度和对外汉语教学三个方面罗列了中国学者对连词“还有”的研究成果。其中本文采用的研究方法是偏误分析和中介语理论。第一章是连词“还有”的语法意义。主要从现代汉语角度着手，分析连词“还有”的语义特征、语用环境和语篇功能。第二章是连词“还有”的偏误分析。本章中我们重点分析了留学生使用连词“还有”的偏误类型，其中主要讨论了连词“还有”的混用和连词“还有”的冗余两大类。连词“还有”的混用中又包括“还有”与“还、和、而且、并且、另外、又”等词的混用。第三章是连词“还有”的偏误原因分析，主要有母语的干扰，目的语知识负迁移，学习者个人因素和教学因素的不同。第四章中针对前文提到的偏误类型和产生偏误的主要原因，本文提出了三个更有针对性且更有效的教学策略，包括对比分析，，辨明异同；结合语境，设定场景；联系语体，增强交际。结语对全文进行了总结，提出了研究的结论和仍存在的不足。
[Abstract]:In the teaching of Chinese as a foreign language, the frequency and error rate of using conjunction "you" by foreign students are very high. However, there are few studies on conjunction "still" in Chinese, which is not conducive to the error analysis and targeted teaching of "still" in teaching Chinese as a foreign language. In order to help foreign students better understand and master the characteristics and usage of conjunction "still", this paper takes the composition of HSK dynamic composition corpus of Beijing language and language University as the corpus to try to use the theory of error analysis. This paper analyzes the types of errors in the use of conjunctions "still" by foreign students and the main causes of these errors in order to put forward more targeted and effective teaching strategies. The full text is divided into six parts. The introduction mainly introduces that the topic is caused by the errors in the process of actual communication. In the present research situation, we list the achievements of Chinese scholars in conjunction "still" from the perspective of grammar, text and teaching Chinese as a foreign language. The methods used in this paper are error analysis and interlanguage theory. The first chapter is the grammatical meaning of conjunction "still". From the perspective of modern Chinese, this paper analyzes the semantic features, pragmatic environment and textual functions of conjunction "still". The second chapter is the error analysis of conjunction "still". In this chapter, we mainly analyze the types of errors in the use of conjunction "still" by foreign students, in which we mainly discuss the mixed use of conjunctions "still" and the redundancy of conjunctions "still". The mixed use of the conjunctions "still" includes the "still" and "also," and, in addition, the mixed use of the words "also" and "also". The third chapter analyzes the errors of conjunction "still", including the interference of mother tongue, the negative transfer of target language knowledge, and the differences between learners' personal factors and teaching factors. In the fourth chapter, aiming at the types of errors mentioned above and the main reasons for the errors, this paper puts forward three more targeted and effective teaching strategies, including comparative analysis, identifying similarities and differences; combining context, setting the scene; connecting style; Enhance communication. The conclusion summarizes the full text, puts forward the conclusion of the research and the deficiency.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3
本文编号：2241615
[Abstract]:In the teaching of Chinese as a foreign language, the frequency and error rate of using conjunction "you" by foreign students are very high. However, there are few studies on conjunction "still" in Chinese, which is not conducive to the error analysis and targeted teaching of "still" in teaching Chinese as a foreign language. In order to help foreign students better understand and master the characteristics and usage of conjunction "still", this paper takes the composition of HSK dynamic composition corpus of Beijing language and language University as the corpus to try to use the theory of error analysis. This paper analyzes the types of errors in the use of conjunctions "still" by foreign students and the main causes of these errors in order to put forward more targeted and effective teaching strategies. The full text is divided into six parts. The introduction mainly introduces that the topic is caused by the errors in the process of actual communication. In the present research situation, we list the achievements of Chinese scholars in conjunction "still" from the perspective of grammar, text and teaching Chinese as a foreign language. The methods used in this paper are error analysis and interlanguage theory. The first chapter is the grammatical meaning of conjunction "still". From the perspective of modern Chinese, this paper analyzes the semantic features, pragmatic environment and textual functions of conjunction "still". The second chapter is the error analysis of conjunction "still". In this chapter, we mainly analyze the types of errors in the use of conjunction "still" by foreign students, in which we mainly discuss the mixed use of conjunctions "still" and the redundancy of conjunctions "still". The mixed use of the conjunctions "still" includes the "still" and "also," and, in addition, the mixed use of the words "also" and "also". The third chapter analyzes the errors of conjunction "still", including the interference of mother tongue, the negative transfer of target language knowledge, and the differences between learners' personal factors and teaching factors. In the fourth chapter, aiming at the types of errors mentioned above and the main reasons for the errors, this paper puts forward three more targeted and effective teaching strategies, including comparative analysis, identifying similarities and differences; combining context, setting the scene; connecting style; Enhance communication. The conclusion summarizes the full text, puts forward the conclusion of the research and the deficiency.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3
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