总括全称量化词偏误分析与教学建议

发布时间：2018-03-29 13:44

本文选题：总括全称量化词　切入点：偏误分析　出处：《暨南大学》2013年硕士论文

【摘要】：本文从总括全称量化词研究入手，结合具体词语的相关研究成果，，采用中介语语料库、偏误分析、问卷调查等方法，对所搜集的语料进行偏误分析。偏误分析分为：第一、主要充当定语成分的“所有”、“全部”等定语位置总括全称量化词偏误分析；第二、主要充当状语成分的“全”、“都”等状语位置总括全称量化词偏误分析。由此归纳出错序、冗余、遗漏、误代四种偏误类型。在偏误分析的基础上对具体词语的偏误进行了问卷调查。通过问卷调查对总括全称量化词的特点有了进一步的了解。并从母语负迁移、目的语负迁移、学习与交际策略、教学环境四个方面对总括全称量化词的偏误成因进行了总结。最后，就此基础上提出总括全称量化词的教学建议。本文主要从教学者、学习者、学习环境这三个方面提出了教学建议。
[Abstract]:This paper starts with the research of the omnibus full name quantification words, combines the related research results of specific words, adopts interlanguage corpus, error analysis, questionnaire survey and so on, carries on the error analysis to the collected corpus. The error analysis is divided into: first, It mainly acts as "all", "all" and other attributive positions, such as "all" and "all", and analyzes errors in quantized words. Secondly, it mainly serves as "all" and "du" of adverbial elements. Redundancy, omission, and error are four types of errors. On the basis of error analysis, this paper makes a questionnaire survey on the errors of specific words. Through the questionnaire, we have a better understanding of the characteristics of the omnibus quantized words, and from the negative transfer of mother tongue, negative transfer of target language, learning and communication strategies. Four aspects of teaching environment summed up the causes of errors in the omnibus quantized words. Finally, based on this, the author puts forward some teaching suggestions on the overall quantification of words, which are mainly from three aspects: the teacher, the learner and the learning environment.
【学位授予单位】：暨南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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