【作者】 王杰；

【导师】 景凯旋；

【作者基本信息】 南京大学 ， 汉语国际教育（专业学位）， 2013， 硕士

【摘要】 程度副词是现代汉语副词中非常重要的一类,它们虽然数量不多,但是在日常交际和对外汉语教学中使用频率却非常高。在实际教学中,程度副词也因其本身的复杂性而成为第二语言教学的一大难点。关于程度副词的本体研究成果很多,但是针对程度副词的对外汉语教学研究相对较少,对欧美中高级水平留学生程度副词的偏误分析及习得情况的研究更少,所以本文以此为研究目标,希望能丰富相关研究成果。绪论部分论述文章的选题缘由及意义、研究现状、研究内容以及研究方法等。本文以欧美中高级水平留学生为调查对象,选取《汉语水平等级标准与语法大纲》中的16个程度副词作为研究内容。对语料库中的程度副词进行偏误分析,同时结合调查问卷从词义理解、语序选择及语法判断三个方面考察了程度副词整体习得情况,从句法功能角度考察了主要语言点的习得情况,并对研究成果进行了差异性检验。第一章是程度副词的偏误情况分析。本研究从HSK作文语料库及暨南大学语料库中检索出符合本研究的用例共1324例,其中错误用例114处。以鲁健骥对偏误的分类为标准,对程度副词使用过程中的偏误进行分析,并且对5个出错率较高的程度副词进行具体分析,探讨产生偏误的原因。第二章是程度副词习得情况研究。主要从问卷任务类型角度考察程度副词的习得情况,同时对其6个主要语言点的习得情况进行分析,并且对影响习得的因素进行考察。第三章是对对外汉语教学中程度副词教学的建议。基于此前对调查问卷和语料库的分析,文章提出了对程度副词教学的建议：加强程度副词与其他词类的对比、加强程度副词的近义辨析、加强程度副词在特殊句式中的教学、加强程度副词在具体语境中的教学。通过对程度副词的偏误分析及习得研究,本文主要得出以下结论：首先,欧美留学生使用程度副词的频率不均衡,一部分程度副词的使用率较高,而另外的程度副词比如“才”、“白”、“大大”等则使用频率较低,产生这种情况与被试采取回避策略有很大的关系。其次,学习者在程度副词的使用过程中仍存在“遗漏、误加、误代、错序”等多种类型的偏误,其中出现偏误最多的是误代,最少的是错序。学习者在使用“很”、“多么”、“非常”、“比较”、“稍微”时出错率较高,并且偏误情况存在个体差异。学习者产生这些偏误的原因主要是程度副词本身的复杂性及其目的语知识的过度泛化。再次,欧美留学生对程度副词修饰动词结构掌握最好,对程度副词修饰形容词结构掌握较差。最后,欧美留学生的习得水平并不完全随着学习时间的推移而提高,但是程度副词补语句、程度副词比较句、程度副词复合式以及程度副词修饰动词等结构与学习者学习水平存在着显著的相关关系,学习者的性别差异对习得没有影响。更多还原

【Abstract】 Degree adverbs are very important in modern Chinese lexicon system. They are frequently used in daily communication and foreign language teaching. In the actual teaching, degree adverbs has become a major difficulty in second language teaching due to its inherent complexity. Currently, there are a large amount of researches on degree adverbs, but relatively fewer researches on the acquisition and error analysis of degree adverbs used by intermediate and advanced foreign students of Chinese. So this paper will take it as a target. I hope that this research could enrich related research results.The introduction discusses how this problem is put forward, and the meaning and purpose of this research, research object and research method. The research object of this paper is intermediate and advanced students in Europe and America. This paper selected16degree adverbs of Chinese proficiency level standards and grammar outline as research content.The research method of this paper is to collect the errors made by students and makes error analysis, then survey results and do acquisition analysis.The first chapter is the analysis on degree adverbs. From the HSK corpus and the corpus of Jinan University we retrieve1324cases of which we extract114error cases. The errors fall into four categories, omission, addition, overrepresentation. misordering. We took the five degree adverbs with the highest rate of errors and further analysis the cause of errors.The second part is the analysis of the acquisition. Mainly from the perspective of the questionnaire task, the overall acquisition of degree adverbs type has been examined. The6grammar points of degree adverbs acquisition have been analyzed and at the same time, the factors that affect the degree adverbs acquisition are also needed.The third part is the suggestions of teaching degree adverbs to foreign students. Based on the previous analysis of the syntax questionnaire and corpus, I gave some suggestions:compare degree adverbs with other word classes, compare degree adverbs with similar meanings, strengthen the teaching of degree adverbs in the special sentence patterns.Through analyzing errors and acquisition of degree adverbs,this paper draw the following conclusion:the frequency of using degree adverbs is unbalanced, part of the degree adverbs utilization is higher, and the other degree adverbs, such as "in vain""only", the use frequency is low. The categories of the errors are omission, addition, overrepresentation, misordering, of which overrepresentation appeared most frequently, misordering appeared least frequently. It is not necessarily that students who have learned Chinese for a large period time have a better command of degree adverbs,gender factor does not affect the acquisition of degree adverbs much.更多还原