留学生统括类范围副词习得研究

发布时间：2018-02-05 04:51

本文关键词： 统括类范围副词问卷调查习得顺序习得过程偏误分忻　出处：《南京师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：统括类范围副词是范围副词内的一个小类,也是我们生活中经常用到的一类词。虽然数量不多,但由于其本身的复杂性及其与一些近义词语意义、用法的相似性,使得统括类范围副词成为对外汉语教学中一个难点,留学生在使用该类词时经常出现偏误。本文在吸收借鉴前人关于统括类范围副词本体研究和第二语言习得研究的基础上,结合留学生对该类词的使用情况,确定了统括类范围副词的研究范围,即“都”、“全”、“统统”、“一概”、“一律”、“凡是”和“一共”等七个词。为弥补语料库语料分布不均的问题,本文在横向考察中介语语料库的基础上,又结合了问卷调查的纵向分析,并详细考察了母语者对该类词的使用情况,得出了两者在使用该类词时的频率差异及中高级阶段留学生在使用该类词时的相对习得顺序,并分析了这两个阶段的习得过程。本文以偏误分析理论和中介语理论为指导,从留学生使用该类词的正确用例和偏误用例入手,在借鉴前人对偏误分类的基础上,详细考察了每类偏误(遗漏、误加、误代、错序)的下位小类情况,并对偏误进行详细分析。最后,在偏误分析的基础上,我们从教师、教材等角度探讨了偏误出现的原因,并针对原因提了几点教学对策,希望能对对外汉语教学有一定的借鉴意义。
[Abstract]:The omnibus scope adverb is a small category in the scope adverb, and it is also a kind of word that we often use in our life. Although the quantity is not large, but because of its own complexity and its meaning with some synonyms. The similarity of usage makes omnibus adverbs a difficulty in teaching Chinese as a foreign language. Based on the previous researches on the ontology of omnibus range adverbs and the acquisition of second language, this paper determines the scope of the study of omnibus adverbs on the basis of the use of such words by foreign students. That is, "du", "all", "all", "all", "all", "all", "all" and "altogether" to make up for the uneven distribution of corpus data. Based on the horizontal study of the interlanguage corpus and the longitudinal analysis of the questionnaire, this paper examines the use of such words by native speakers in detail. The differences of the frequency of the two words and the relative acquisition order of the middle and advanced stage students in the use of this kind of words are obtained, and the acquisition process of these two stages is analyzed. Guided by the theory of error analysis and the theory of interlanguage, this paper starts with the correct use cases and error cases of the words used by foreign students, and on the basis of drawing lessons from the classification of errors made by previous scholars, makes a detailed study of each type of errors (omissions). The subclasses of false addition, wrong generation and wrong order) are analyzed in detail. Finally, on the basis of error analysis, we discuss the causes of errors from teachers, textbooks and other angles, and put forward some teaching countermeasures, hoping to be useful for teaching Chinese as a foreign language.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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