| “有”字句是古代汉语语法中的特别句式之一，其句法构造庞杂，表意功效丰硕，在人们平常生涯中运用频率很高。固然在通用的对外汉语教材傍边被列入中初级别语法项目，但现实上留先生在进修进程中运用的精确率较低，特殊是日韩留先生，经由过程搜刮HSK静态作文语料库中“有”字句的偏误例句发明，日韩留先生在“有”字句习得上存在必定的类似性。本文共分四部门。第一部门是绪论，重要阐述本论文选题配景及理论意义、研究思绪和研究资料、研究办法和实际基本等；然后年夜致梳理“有”字句在本体和对外汉语教授教养两方面的研究结果，联合对外汉语教授教养年夜纲和相干教材对“有”字句的处置及教授教养现实，将“有”字句分为“N1/有/N2”、“N1/有/N2/VP”、“N/有(所)/VP/描述词”、“N1/有/数目/描述词”等六年夜下位句式。第二部门以偏误剖析和中介语实际为指点，基于HSK静态作文语料库对母语为日语和母语为韩语的留先生习得“有”字句时发生的偏误停止归类和剖析，并得出日韩留先生习得“有”字句的偏误句中‘有”字漏掉景象相当广泛，韩语论文网站，年夜部门为特别构造“N1/VP1/对/与/跟/N2/代十有十N3/VP2”中“有”字的漏掉。另外，本文还考核了日韩留先生偏误句例傍边六年夜句式的运用情形，发明偏误句式重要集中在“N1/有/N2”和“N1/有/N2/VP”句式上，表比拟的下位句式“N1/有/没有/N2/(这么/那末)/(润饰语)描述词”没有任何偏误例句。针对日韩留先生的偏误类型和句式习得上的特色，韩语论文，本文第三部门从外部缘由即进修者本身缘由和内部缘由动身停止必定的剖析和商量。第四部门联合前文内容，从教授教养、教材、教员三方面提出一些看法和建议，愿望能有助于进步对外汉语“有”字句教授教养后果。 Abstract: "You" sentence is one of the special sentence pattern in ancient Chinese grammar, the syntactic structure is complex, rich expressive effect, in the people daily life application frequency is very high. Although in general textbooks of TCFL Bangbian have been included in level grammar items, but reality left Mr. in the learning process in application of the accurate rate lower, especially Japan and South Korea to leave Mr., through the process of search in HSK dynamic composition corpus "you" sentence errors. Invention, Japan and South Korea left Mr. in the sentences acquisition there must be similar. This article is divided into four departments. The first part is the introduction, important to elaborate the topic background and theoretical significance, research ideas and research materials, research methods and practical basic; and then Nianye caused by combing "" words in the two aspects of ontology and foreign language teaching research results, combined with foreign language teaching large classes and related materials of "" words of disposal and teaching reality, will "have" sentences can be divided into "N1 / have / N2", "/N2/VP N1", "n / () /VP/ describe the word," N1 / have / number / adjective "the eve of the six subordinate sentence patterns. The second department to error analysis and Interlanguage practical for guidance, based on the HSK static composition corpus of native Japanese and native Korean left Mr. acquisition "is" sentence errors stop classification and analysis, and come to Japan and South Korea left Mr. acquisition "you" sentence error in '"word missing scene is quite extensive, Nianye sector is specially constructed" N1/VP1/ to / with / to /N2/ generation ten missed on ten N3/VP2 "word. In addition, this paper also examines the Japan and South Korea left Mr. partial sentence error cases Bangbian six big sentence application invention error sentence important focus on "N1 is / N2" and "N1 has /N2/VP" sentence, table match subordinate sentence patterns "N1 / no /N2/ (so that) / (Polish language) description words" without any bias.. In view of the characteristics of the error types and sentence acquisition of Japan and South Korea, the third section of this article is to analyze and discuss the reason and internal reason of the external reason and internal reason. Fourth departments jointly with the previous content, from the teaching, teaching materials, teachers, three aspects of the views and suggestions, the desire to help improve the foreign language "have" the consequences of teaching. 目录: 摘要 3-5 ABSTRACT 5-6 第一章 绪论 10-24 1.1 选题背景及实践意义 10-12 1.2 探讨材料及探讨思路 12 1.3 探讨措施和理论基础 12-14 1.4 “有”字句探讨概况 14-24 1.4.1 本体探讨中的“有”字句 14-18 1.4.2 对外汉语教学中的“有”字句探讨 18-21 1.4.3 本文对“有”字句下位句式的分类 21-24 第二章 日韩留学生“有”字句的偏误类型及略论 24-36 2.1 遗漏偏误略论 24-29 2.1.1 遗漏“有”字 24-27 2.1.2 遗漏其他词或成分 27-28 2.1.3 遗漏“有”字并有词汇、句法偏误 28-29 2.1.4 遗漏“有”字并有语序错误 29 2.2 误加偏误略论 29-30 2.2.1 误加“有”字 29-30 2.2.2 误加助词 30 2.2.3 误加“有”字并有其他偏误 30 2.3 误用偏误略论 30-33 2.3.1 该用“有”而误用其他词语 31-32 2.3.2 该用其他词语而误用“有” 32 2.3.3 该用“有”字句而误用其他句式 32-33 2.4 正确使用了“有”字但有其他偏误 33 2.5 本章小结 33-36 第三章 “有”字句偏误原因研讨 36-45 3.1 内部原因 36-40 3.1.1 母语负迁移造成的偏误 36-38 3.1.2 对目的语掌握不够造成的偏误 38-40 3.1.3 “有”字句回避使用偏误 40 3.2 外部原因 40-45 3.2.1 “有”字句本身的复杂性 40-41 3.2.2 词典中的解释的作用 41-42 3.2.3 教材编写 42 3.2.4 课堂教学 42-45 第四章 针对日韩留学生“有”字句的教学建议 45-49 4.1 对教学的建议 45-47 4.1.1 句法、语义、语用有机结合教学 45 4.1.2 按习得顺序分阶段教学 45-46 4.1.3 对比教学 46 4.1.4 板块式教学 46-47 4.2 对教材的建议 47-48 4.3 对教师的建议 48-49 结语 49-50 参考文献 50-52 致谢 52-54 |
