基于HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)名、動(dòng)、形典型易混淆詞習(xí)得研究_8939.pdf

1、學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名：；喪亞畝日期：沙f占‘f學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和

2、紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀?guó)家有關(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋：本學(xué)位論文屬于保密論文，密級(jí)：公玨保密期限為——年。學(xué)位論文作者簽名：乏仁亞酋Ft期：矽f6、6f指導(dǎo)教師簽名：主匡縋么Et期：沙I(，乙、【AbstractAbstractTheEasilyConfusedWords

3、havebeenthekeyanddifficultpointsofthevocabularyteachingofChineseasaForeignLanguage，whichistakenmoreandmoreseriouslyBecausethereisnonaturalcontactoftheSynchronousdevelopmentoflanguageandthinking，theconnectionbetweentheChi

4、nesevocabularyisverycomplicatedforsecondlanguagelearners，thisoftencancausethesentence’SimproperorinaccurateThisarticletakeverbs，nounsandadjectives’typicaleasilyconfusedwordsastheresearchobject，throughallthelearners’corpu

5、sofHSKdynamiccompositioncorpusstatisticsanalysis，findoutthetypicalconfusedwordsofdifferentnationalityChineselearners，andanalysisofthesetypicaleasilyconfusingphenomenonThispaperbasedoninterlanguagecorpuswhichcanreflectlea

6、rnersreallypracticesituationFirstly，inordertogaintheresearchobjectofthistopic，namedtypicaleasilyconfusedwords，thispaperstatisticalandanalysislearner’ScorporafromHSKdynamiccompositioncorpusThenaccordingtothestatisticaldat

7、atoanalyzethebasiccharacteristicsofthetypicaleasilyconfusedwords，whichmainlyincludingthefrequencyofmisusedtypicalconfusingwords，thedirectionofmisusedandthemisuseofmulti—categoryword’SThencombinedthestatisticalanalysiswit

8、hpredecessors’studyingresults，accordingtothesemanticrelationshipsdividedtypicaleasilyconfusedwordsintothreetypes：typicaleasilyconfusedwordswithfamiliarsemanticrelationship，typicaleasilyconfusedwordswithunfamiliarsemantic

9、relationship，typicaleasilyconfusingwordswithcontrarysemanticrelationship：AndtrytodofurtheranalysisherelationshipbetweenProperwordandmisusewordsoftypicalconfusingwords，toexplorethecausesofphenomenonofconfusingFinally，Acco

10、rdingtotheconclusionofanalysis，putforwardSuggestionsonteachingeasilyconfusingwords，whichmainlyonteachers’teachingstrategies，Includingaccordingtothefrequencyofmisuseassignmentteachingenergy，accordingtothedirectionofmisuse

11、toadjusttheteachingefforts，grasptheteachingfocusofMulti—categorywordsandattachesgreatimportanceonanalysistotheeasilyconfusedwordswhichmeaningisnotclose，etcKeywords：typicaleasilyconfusedwords，thefrequencyofmisused，thedire