【作者】 王静；

【导师】 白爱平；

【作者基本信息】 西安石油大学 ， 汉语国际教育（专业学位）， 2022， 硕士

【摘要】 本文将以北京语言大学的HSK动态作文语料库中的关联副词:“便”、“也”、“又”、“却”、“再”、“就”几个高频关联副词在教学中的应用为研究对象,以中介语理论、偏误分析理论为指导,以HSK动态作文语料库的语料为基础,并且会综合已有的研究成果,对国外学生在学习汉语高频关联副词使用过程中的偏误现象进行统计、分类,再进一步对偏误进行分析。在深入研究相关文献并进行分析后,利用语料库研究法、归纳分析法、文献综述法、问卷调查法等,对语料库中高频关联副词的运用做相关偏误分析研究,通过偏误分析,教师可以了解到学生对所学内容的掌握程度,也可以为今后的学习过程制定更加合适的教学策略和步骤。首先从“便”、“也”、“又”、“却”、“再”、“就”这六个高频关联副词的语义入手,对其语义进行多方面的阐述。然后选取据语料库中的语料进行语义分析。同时,分别以国际中文教师和来华留学生、曼谷素叻他尼第二中学的学生为调查问卷的调查研究对象,分别设计了一份教师问卷和一份学生问卷,并对问卷结果进行了分析。最终研究发现学习者们出现偏误的类型由多到少依次为:误用、错序、遗漏、误加及其他。通过对语料库的分析以及对问卷结果的分析,以HSK标准教程中的三课作为实例,阐述了关联副词语法教学的各个环节。最后对教师和学习者分别提出几点建议,对国际中文教师在关联副词的授课时提出了一些建议:一是课前准备充分,明确目标;二是课时灵活教学,精讲多练;三是课后观察反馈,纠正偏误;对学习者也提出了几点建议:首先是在心理上鼓励学习者多自我激励,树立信心;其次就是在课堂上多进行模仿操练,巩固记忆;最后鼓励学习者在课下多进行言语交际,实践运用。此外,在对教师和学习者的问卷调查结果分析研究过程中,还获得了一些教学启示,对关联副词的教学不仅仅要从书面上去规范其语义特征,更要从生活情境语用去强化知识点的学习与复习。更多还原

【Abstract】 This paper will use the relative adverbs in the HSK dynamic composition corpus of Beijing Language and Culture University:“biàn”、“yě”、“yòu”、“què”、“zài”and “jiù”several high-frequency relative adverbs in teaching application for the research object,with the theory of interlanguage,partiality Guided by the theory of error analysis,based on the corpus of the HSK dynamic composition corpus,and will synthesize the existing research results,the error phenomenon in the process of learning Chinese high-frequency correlative adverbs used by foreign students will be counted and classified、bias analysis.After in-depth research and analysis of relevant literature,the use of corpus research methods,inductive analysis methods,literature review methods,questionnaire survey methods,etc.,to do related error analysis and research on the use of high-frequency associated adverbs in the corpus.Through error analysis,teachers can Knowing how well students have mastered what they have learned can also help them formulate more appropriate teaching strategies and steps for the future learning process.We starts with the semantics of the six high-frequency correlative adverbs“biàn”、“yě”、“yòu”、“què”、“zài”and “jiù”,and expounds their semantics in various aspects.Then select the corpus in the corpus for semantic analysis.At the same time,a questionnaire for teachers and a questionnaire for students were designed,and the results of the questionnaires were analyzed.The final study found that the types of learners’ errors in descending order were:misuse,wrong order,omission,wrong addition and others.Through the analysis of the corpus and the analysis of the questionnaire results,the three lessons in the HSK standard course are taken as examples to expound the various links in the teaching of relative adverbs grammar.Finally,we offer several recommendations for teachers and learners.Teachers of Chinese as a foreign language put forward some suggestions when teaching correlative adverbs:First,prepare well before class and have a clear goal;second,teach flexibly during class,give intensive lectures and practice more;third,observe and feedback after class to correct mistakes;Several suggestions are put forward:firstly,encourage learners to motivate themselves more psychologically and build confidence;secondly,do more imitation exercises in class to consolidate memory;finally,encourage learners to communicate more verbally after class and use them practically.In addition,in the process of analyzing and researching the results of the questionnaire survey of teachers and learners,also obtained some teaching inspirations.The teaching of correlative adverbs should not only standardize their semantic characteristics in writing,but also strengthen them from the pragmatics of life situations.Learning and reviewing knowledge points.更多还原