Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86308
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dc.contributor鄧守信zh_TW
dc.contributorShou-Hsin Tengen_US
dc.contributor.author周嘉莅zh_TW
dc.contributor.authorJia-Li Jhouen_US
dc.date.accessioned2019-08-28T03:37:01Z-
dc.date.available2011-2-20
dc.date.available2019-08-28T03:37:01Z-
dc.date.issued2011
dc.identifierGN0095242304
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0095242304%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86308-
dc.description.abstract現代漢語中使用頻率最高的否定副詞有兩個,即「不」和「沒」,儘管語言學界針對「不」與「沒」進行相關研究的數量不少,但是在對外漢語教學上的應用卻不多,尤其是針對以泰語為母語的學習者而言,在泰語裡,一般都用「ไม่(mai)」來表示否定。因此,泰國學生在使用否定副詞「不」和「沒」時經常出現偏誤。基於此點,本研究從所蒐集到的語料庫中,只探討否定動詞的部分,針對句法、語義功能討論「不」和「沒」的區別,並進行漢泰對比的差異性。另外,本研究也實施問卷調查法,經由問卷調查結果,找出泰籍生容易產生混淆的偏誤類型及原因,以作為教學策略及活動設計之參考。本研究認為造成泰籍學習者學習困難的主要原因為「不」和「沒」語義混淆所造成的誤代,因此為了讓泰籍生正確有效率地學習,本研究利用搭配聯想法的概念及語境教學法的策略,進行課堂教學設計,目標為促使學習者完成否定副詞與動詞正確的連結,並清楚辨析其語義內含。 否定副詞「不」與「沒」兩者除了表示否定以外,各自都有一些語義功能,但由於現行動詞分類無法反映句法特徵,故本研究採動詞三分的架構,分為動作動詞(action verb)、狀態動詞(state verb)與變化動詞(process verb)。「不」可否定動作動詞,語義功能為否定意志或習慣性,而「沒」否定動作動詞時,表示否定動作事件的完成或發生;狀態動詞只能由「不」否定,否定時,表示狀態不存在,而變化動詞由「沒」否定,表示變化未發生。本研究即以此架構分析否定的對比及偏誤並進行教學活動設計。zh_TW
dc.description.abstractIn modern Chinese, “bu” and “mei” are two most frequently used negative adverbs. Despite the abundance of linguistic research on “bu” and “mei”, application of the available research findings to Chinese language instruction is scarce. In Thai, “mai” is a common negative adverb. Hence, learners who are native Thai speakers usually make mistakes when using negative adverbs “bu” and “mei” in Chinese. Based on a collected corpus of negative verbs, this study investigated the differences between “bu” and “mei” in terms of syntax and semantic functions and further compared Chinese to Thai. In addition, a questionnaire survey was conducted to explore the common types of errors and causes among native Thai speakers. The results could be a reference for curriculum activity design. This study argued that native Thai speakers have trouble learning “bu” and “mei” mainly because these two adverbs are semantically confusing. In order to help them learn these adverbs correctly and efficiently, this study applied the word association and situational language teaching approaches to curriculum activity design to help learners correctly associate negative adverbs with verbs and tell the differences between negative adverbs. Both “bu” and “mei” mean negativity and have some semantic functions. As the extant taxonomies of verbs do not reflect semantic features of verbs, this study divided verbs into action verbs, state verbs, and process verbs. When applied to action verbs, “bu” means rejection of an intention or a habit, while “mei” means rejection of completion or occurrence of an event. Only “bu” can be used to create a negative meaning of state verbs, stating absence of the state. When applied to process verbs, “mei” means that the process has not taken place. Based on this structure, this study analyzed differences between the negative adverbs, errors of using them, and then applied the results to curriculum activity design.en_US
dc.description.sponsorship華語文教學系zh_TW
dc.language中文
dc.subject否定副詞zh_TW
dc.subject漢泰對比分析zh_TW
dc.subject偏誤分析zh_TW
dc.subject教學活動設計zh_TW
dc.subjectnegative adverbsen_US
dc.subjectcomparative analysisen_US
dc.subjecterror analysisen_US
dc.subjectcurriculum activity designen_US
dc.title現代漢語「不」和「沒」之漢泰對比分析與教學活動設計zh_TW
dc.titleModern Chinese Negative Adverbs “bu” and “mei”: Comparative Analysis and Curriculum Activity Designen_US
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