留学生约量义对举方位词“上下、前后、左右”的使用偏误及教学策略  

On usage errors of “Shangxia/Qianhou/Zuoyou ”and its teaching strategies

作　　者：郭晓玮[1,2] 邹春宇[1] 

机构地区：[1]天津天狮学院外国语学院,天津301700 [2]南开大学文学院,天津300071

出　　处：《重庆第二师范学院学报》2017年第4期109-112,117,共5页Journal of Chongqing University of Education

基　　金：天津天狮学院人文社科重点项目"认知语言学视域下汉语约量范畴研究"(K2015007)

摘　　要：本文统计分析了北京语言大学HSK动态作文语料库中留学生使用约量义对举方位词"上下、前后、左右"的用例,发现留学生使用"X+上下/前后/左右"结构有三类偏误:误加、误代和错序。偏误产生的主要原因是:对现代汉语丰富的约量表达方式习得不全,造成约量表达选择单一;对"上下、前后、左右"限制对象认知不清,致使错序出现;对"上下、前后、左右"三者限制对象的差异辨别不清,造成彼此误代。基于上述原因,提出三条相应的教学策略:约量表达的个别教学与系统性教学相结合;分解学习难点、降低学习难度,循序渐进;直观性教学与认知引导相结合。Based on an analysis of use cases of three Chinese words'Shangxia,Qianhou and Zuoyou'in Beijing Language University HSK Dynamic Composition corpus,this paper summarizes three types of errors in foreign students'acquisition of the usage of Shangxia,Qianhou,Zuoyou:mal-addition,mix-use,mal-position.Then it explores three causes:the limited knowledge about vague language expressions,the unclearness of the modified objects,and discrepancies of the usage.Finally,three strategies concerning the teaching are put forward:the combination of specific and systemic teaching,the decomposition of learning difficulties,and the combination of visual illustration and cognitive guidance.

关 键 词：上下 前后 左右 偏误 教学策略 

分 类 号：H195[语言文字—汉语]