外国学生“终于”的使用情况考察及教学对策
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摘要
"HSK动态作文语料库"中显示,作为甲级词的"终于",即便是高级水平的外国学生也掌握得不好。与汉语母语者相比,外国学生除了过多地修饰"不希望达到的结果",过多并且错误地位于句首,与其他近义词的混淆也很严重,此外,还有"了"的遗漏和书写偏误。对外汉语教学中,可以采用认知语言学理论,对"终于"的用法进行说明,将其放入相应语境中操练,并构建其近义词汇场进行辨析。
"Zhongyu"is a primary level word, but the HSK composition corpus shows that even the advanced foreign learners cannot grasp it well. Compared with native speakers,"Zhongyu"is used toomuch at the sentence-initial by mistake to modify undesired results. It is also often confused with itssynonyms. In addition, leaving out"le"and writing errors are committed. In the teaching, we shouldstrengthen the use of"Zhongyu"and give more practice at different levels.
"Zhongyu"is a primary level word, but the HSK composition corpus shows that even the advanced foreign learners cannot grasp it well. Compared with native speakers,"Zhongyu"is used toomuch at the sentence-initial by mistake to modify undesired results. It is also often confused with itssynonyms. In addition, leaving out"le"and writing errors are committed. In the teaching, we shouldstrengthen the use of"Zhongyu"and give more practice at different levels.
引文
[1]谢质彬.说“终于”[J].语文建设,2001(03):23.
[2]金文明.也说“终于”[J].语文建设,2001(06):30.
[3]鹿荣.从终于用法的讨论想到的[J].语文建设,2001(08):21.
[4]邹邵华.从辞书对“终于”用法注释的分歧看词语释义[J].辞书研究,2008(03):50.
[5]黄云峰.语气副词“终于”“总算”“总归”语用功能的考察[J].乐山师范学院学报,2011(04):54-56.
[6]范露露.从三个平面看“到底”和“终于”的异同:从“*到底我们结婚了”谈起[J].现代语文,2015(09):63.
[7]齐沪扬.语气副词的语用功能分析[J].语言教学与研究,2003(01):65.
[8]弗里德里希·温格瑞尔,汉斯-尤格·施斯密特.认知语言学导论[M].彭利贞,许国萍,赵微,译.上海:复旦大学出版社,2009:376.
[2]金文明.也说“终于”[J].语文建设,2001(06):30.
[3]鹿荣.从终于用法的讨论想到的[J].语文建设,2001(08):21.
[4]邹邵华.从辞书对“终于”用法注释的分歧看词语释义[J].辞书研究,2008(03):50.
[5]黄云峰.语气副词“终于”“总算”“总归”语用功能的考察[J].乐山师范学院学报,2011(04):54-56.
[6]范露露.从三个平面看“到底”和“终于”的异同:从“*到底我们结婚了”谈起[J].现代语文,2015(09):63.
[7]齐沪扬.语气副词的语用功能分析[J].语言教学与研究,2003(01):65.
[8]弗里德里希·温格瑞尔,汉斯-尤格·施斯密特.认知语言学导论[M].彭利贞,许国萍,赵微,译.上海:复旦大学出版社,2009:376.