摘 要

ABSTRACT II

1 绪 论 ........................................................................ - 1

1.1 选题意义 .............................................................. - 1

1.2 研究现状 .............................................................. - 1

1.3 本文的研究方法及语料来源 .............................................. - 2

1.3.1 研究方法 ........................................................ - 2

1.3.2 语料来源 ........................................................ - 2

2 外国留学生习得汉语语气副词的偏误类型分析 .................................... - 3

2.1 现代汉语语气副词研究情况 ............................................... - 3

2.2 偏误分析 .............................................................. - 3

2.3 外国留学生习得汉语语气副词的偏误类型 ................................... - 4

2.3.1 误用............................................................. - 4

2.3.2 误加............................................................. - 7

2.3.3 遗漏............................................................. - 8

2.3.4 错序............................................................. - 9

3 引起外国留学生习得汉语语气副词的偏误成因 .................................... - 11

3.1 母语负迁移............................................................ - 11

3.2 目的语规则泛化 ........................................................ - 11

3.3 学习策略 ............................................................. - 12

4 外国留学生语气副词教学策略 .................................................. - 13

结 论 ........................................................................ - 15

参考文献 ...................................................................... - 16

中文摘要

词汇教学是对外汉语教学的重要组成部分，副词是现代汉语词汇中重要的语法项目， 其中语气副词又是副词中最为灵活的一个类别，这也是现代汉语学界及对外汉语学界研 究的重点和难点。本文选取出现在《新汉语水平考试（HSK）词汇》（2012 年修订版）的语气副词，主要研究了大纲中出现的六级词汇，本文将基于前人的研究，重点关注“反而”“尽管”“一旦”“不禁”“不免”“忽然”“足以”这几个语气副词，搜集 HSK 动态作 文语料库中关于以上语气副词偏误语料，探究外国留学生习得语气副词的偏误类型。结 合搜集到的相关偏误语料,分析出现偏误的原因，获得留学生习得语气副词的一般规律。本文第一章绪论部分主要介绍了选题的意义及国内外研究综述，第二章分析了留学生在 习得汉语语气副词时出现偏误的语料，第三章研究语气副词出现的偏误原因，第四章论 述语气副词的教学策略，最后总结了本文的主要观点，并且提出了其不足之处。

关键词：语气副词；偏误分析；对外汉语教学

ABSTRACT

Vocabulary teaching is an important part of teaching Chinese as a foreign language. Adverbs are important grammatical items in modern Chinese vocabulary, and mood adverbs are the most flexible category in adverbs. This paper mainly selects the modal adverbs in the New Chinese proficiency Test of “HSK” vocabulary (revised edition, 2012), and mainly studies the 6 levels of vocabulary in the syllabus. On the basis of previous studies, this article will focus on the analysis of the errors in the HSK dynamic composition corpus based on the “instead” “although” “once” “can’t help” “after all” “suddenly” “enough” these mood adverbs, to collect some examples of modal adverbs errors based on HSK dynamic composition corpus. This paper analyzes the types of errors in the acquisition of mood adverbs by foreign students, and analyzes the causes of the errors, so as to obtain the general rules of the acquisition of mood adverbs by foreign students. The first chapter introduces the significance of the topic and a summary of domestic and foreign research. The second chapter analyzes the types of modal adverbs errors, the third chapter analyzes the reasons of modal adverbs errors. The fourth chapter puts forward the corresponding teaching strategies. Finally, the conclusion summarizes the main points of this paper, and puts forward the shortcomings.

Key words： Modal adverbs; error analysis; teaching Chinese as a foreign language