欧美学生使用程度副词的偏误分析及教学策略

发布时间：2018-03-16 07:32

本文选题：对外汉语　切入点：程度副词　出处：《湖南大学》2015年硕士论文　论文类型：学位论文

【摘要】：现代汉语副词是一种个性强于共性的功能词类,在汉语词类研究中,一直很受关注。程度副词是副词中比较有代表性的一种,它的词汇意义空灵、语法意义突出,难以掌握,但是它的使用频率高,运用范围广。二语习得者要说好汉语,就要学好程度副词。现代汉语界对程度副词的本体研究成果颇丰,相较本体研究,从对外汉语教学的角度进行的分析和研究较少。程度副词的本体研究与教学运用是不一样的。在教学过程中,如果不加以区分,生搬硬套,将本体研究的成果强加于教学,不仅不能帮助外国学生正确理解、运用程度副词,反而会混淆学生对程度副词的认知,影响教学效果。绪论部分对程度副词的本体研究以及对外汉语教学中程度副词的研究作了综述,从语法和语义特点两方面进行了整理归纳。根据前人的研究成果,确定了研究对象的范围,全文以三个平面理论和偏误分析理论为依托,绪论的最后提出了研究目的和意义。第二章主要是语料的选取、分析。语料的来源有三个部分:第一是北京语言大学HSK动态作文语料库和暨南大学语料库;第二是通过问卷调查得到的语料;第三是在对外汉语课堂中搜集到的偏误语料。科学运用语料库,广泛搜集偏误实例,根据语料分析的结果,总结频率高的偏误类型,探寻偏误成因。第三章总结程度副词的偏误类型,得出遗漏、误加、误代是最常见的偏误现象。偏误的产生与程度副词用法灵活、复杂有关,也与英语和汉语在程度表达上的差异有关,还与教材的不科学以及教学方法有关。针对这些问题,第四章笔者借鉴现代汉语学界对程度副词的研究成果,通过正误案例的分析、比较,寻找解决办法,有得放矢,提出了几点教学策略,包括循序渐进法、对比法、点拨式教学法、形式和意义并重法、“滚雪球”式教学法,归纳总结法,以提高教学质量,解决学生在程度副词学习过程中面临的种种困难,帮助学生提高汉语表达的准确性和交际能力。
[Abstract]:Modern Chinese adverbs are functional parts of speech whose individuality is stronger than that of common ones. In the study of Chinese parts of speech, the adverb of degree is one of the most representative adverbs, whose lexical meaning is empty, grammatical meaning is prominent, and it is difficult to grasp. However, it has a high frequency of use and a wide range of applications. If second language learners want to speak Chinese well, they must learn the degree adverb well. There are many achievements in the study of the ontology of degree adverbs in the field of modern Chinese, compared with the study of ontology. From the perspective of teaching Chinese as a foreign language, there is less analysis and research. The ontological study of degree adverbs is different from the application of teaching. In the teaching process, if we do not distinguish between them and apply them mechanically, we will impose the results of ontological research on the teaching. Instead of helping foreign students understand and use degree adverbs correctly, they will confuse students' cognition of degree adverbs. The introduction summarizes the study of degree adverbs and the study of degree adverbs in teaching Chinese as a foreign language, and summarizes them from the aspects of grammar and semantic characteristics. Based on the three plane theory and error analysis theory, the introduction puts forward the purpose and significance of the research. The second chapter is mainly about the selection of corpus. The sources of the corpus are as follows: first, the dynamic composition corpus of Beijing language and language University (HSK) and the corpus of Jinan University; The third is the error data collected in Chinese as a foreign language classroom. Scientific use of corpus, extensive collection of error examples, according to the results of corpus analysis, summed up the high frequency of error types, Chapter three summarizes the types of errors of adverbs of degree, and concludes that omission, addition and generation of errors are the most common errors. The occurrence of errors is related to the flexible and complex usage of adverbs of degree. It is also related to the differences in degree expression between English and Chinese, as well as to the unscientific teaching materials and teaching methods. In view of these problems, the author of Chapter 4th draws lessons from the research results of degree adverbs in modern Chinese circles and analyzes the cases of right and wrong. In order to improve the teaching quality, the author puts forward several teaching strategies, including the gradual approach, the contrast method, the point-dial teaching method, the form and meaning equal emphasis method, the "snowball" type teaching method, the induction and summary method. In order to improve the accuracy and communication ability of Chinese expression, we can solve the difficulties students face in the learning of degree adverbs.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195.3

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