摘要
泛义动词在现代汉语里是较为特殊的一类动词，特殊之处体现为它的词汇意义己经泛化，且不与某一具体动作行为相互联系。泛义动词在句法表现和宾语搭配方面与普通动词也有一些区别。泛义动词的特殊性质给学生在学习时带来了许多困惑。所以，重视泛义动词的研究很有必要。
泛“做、干、弄、搞”在对外汉语教学中，使用偏误率较高，是重难点。其语义抽象，用法复杂，对于汉语学习者来说，完全掌握较难。在学术界，能直接用于指导泛义动词教学的成果十分有限。因此，本文注重以下五项工作：（一）整理前人成果，作为本文基础。
（二）从本体角度探索“做、干、弄、搞”。在此基础上，分别从语义、用法、语体三个层面上对比了这四个泛义动词的用法差异。
（三）教学情况分析。本文从对外汉语教材中”做、干、弄、搞”的用法和分布及HSK动态作文语料库真实的偏误语料两方面入手，调查分析后，综合分析“做、干、弄、搞”的教学情况。
（四）将碎片化教学理论融入“做、干、弄、搞”的教学中，再通过一些案例进行分析，为之后对外汉语教学提供帮助。
（五）通过从本体到语料的分析，本文从泛义动词的教学原则、教学方法两方面探讨了泛义动词的教学策
略，并且指出泛义动词的学习方法，为对泛义动词教学提供一定参考。
（六）本文针对母语为英语的高级留学生。因为，泛义动词的共性和区别用法在高级阶段才会着重体现。学生在学习汉语的初级阶段，由于学生的汉语水平较低，其学习重点在于日常简单的汉语知识，没有专门研究“做、干、弄、搞”这四个词如何学以及如何教的必要。在用到的语料库中录入的大都是高级汉语水平的学生产生的偏误。因此，本文针对的人为英语为母语的高级留学生。
影响学生对泛义动词运用的因素可能是多方面的，有自身英语产生的负迁移、汉语教材、方面的因素，还有教学上存在的某些缺失和不足等。在今后教学实践中，教师要正确引导学生，相关部门应积极完善教材，学生应该使用科学的学习方法，这样才能提高教师的教学水平及学生的学习能力。
关键词：泛义动词；做、干、弄、搞；偏误分析；碎片化教学
Abstract
Universal verb is a kind of special verb in modern Chinese. Its special feature is that its lexical meaning has been generalized and is not related to a specific action behavior. There are some differences between universal verbs and ordinary verbs in syntactic expression and object collocation. Because of its special nature, foreign students may have a lot of doubts when they study. Therefore, we should pay more attention to the study of universal verbs in Chinese as a second language teaching.
In teaching Chinese as a foreign language, the universal verb "do", "get" and "do" is the most erroneous part of speech, which is not only the emphasis but also the difficulty. They are abstract in meaning and complex in usage, so it is difficult for Chinese learners to master them completely. Academic circles can be directly used to guide the teaching of universal verbs as a foreign language, and the results are ver y limited. Therefore, in view of this present situation, this article has mainly done the following several work:
(1) Collect the related research results and summarize them as the basis of this paper.
(2)This paper probes into the differences in the use o f the four universal verbs from the ontological point of view. On the basis of this, the author compares the usage of the four universal verbs from the semantic, usage and stylistic levels.
(3) Analysis of teaching situation. This paper starts with the inv estigation of the usage and distribution of "do" and "get" in the teaching materials of Chinese as a foreign language, and the research on the real error corpus of HSK dynamic composition corpus, through investigation and analysis. This paper synthetically analyzes the teaching situation of pan-meaning verb "zuo", "gan" “nong "gao".
(4) Integrate the fragmented teaching theory into the teaching of "doing", "doing" and "doing", and then make classroom analysis through real cases to provide some help for the teaching of Chinese as a foreign language in the future.
(5)Through the analysis from the Noumenon to the corpus, this paper probes into the teaching strategy of the pan-meaning verb from two aspects: the teaching principle and the teaching method of the universal verb, and points out the practice method of the universal verb. To provide a certain reference for the teaching of universal verbs in Chinese as a foreign language.
This paper aims at Chinese learners whose mother tongue is English. There may be many factors affecting their use of generic verbs, such as the negative transfer of English as their mother tongue, Chinese textbooks, and some deficiencies and shortcomings in teaching. In future teaching practice, teachers should give students correct gu idance, education departments should actively improve teach
ing materials, students should use scientific learning methods, so as to improve teachers'teaching level and students' learning ability.
Keywords:Universal verb, zuo、gan、nong、gao, Error analysis,Teaching Chinese as a Foreign language
目录
学位论文原创性声明和学位论文版权使用授权书 (Ⅰ)
摘要 ......................................................................................................... II Abstract ................................................................................................... III 附表索引.................................................................................................. V III 第1章绪论 .. (1)
1.1选题缘起及意义 (1)
1.1.1选题缘起 (1)
1.1.2选题意义 (1)
1.2 研究对象 (2)
1.3 研究方法 (2)
1.3.1统计分析法 (2)
1.3.2对比研究法 (2)
1.4 相关文献综述 (3)
1.1.1  泛义动词的整体研究 (3)
1.1.2 “做、干、弄、搞”的对比研究 (3)
1.1.3 “做、干、弄、搞”的对外汉语研究 (4)
第2章“做、干、弄、搞”的句法、语义、语用分析与比较 (5)
2.1 泛义动词“做、干、弄、搞”的分析 (5)
2.1.1 “做”的分析 (5)
2.1.2 “干”的分析 (9)
2.1.3 “弄”的分析 (13)
2.1.4 “搞”的分析 (18)
2.2 泛义动词“做、干、弄、搞”的比较 (23)
2.2.1 句法比较 (23)
2.2.2 语义比较 (27)
2.2.3 语用比较 (28)
第3章教材分析与偏误分析 (30)
3.1 对外汉语教材中泛义动词“做、干、弄、搞”的调查 (30)
3.1.1 泛义动词“做、干、弄、搞”的分布情况 (30)
3.1.2 泛义动词“做、干、弄、搞”的主要用法 (31)
3.2泛义动词“做、干、弄、搞”的偏误分析 (33)
3.2.1 语义偏误 (33)
3.2.2 句法偏误 (34)
3.2.3 语体偏误 (37)
3.2.4 偏误原因 (39)
第4章泛义动词“做、干、弄、搞”的教学研究 (42)
4.1 碎片化理论与课堂应用 (42)
4.1.1 理论背景介绍 (42)
4.1.2 泛义动词“做、干、弄、搞”的碎片化处理 (42)
4.2 泛义动词“做、干、弄、搞”的教学原则 (48)
4.2.1  随机教学 (48)
4.2.2  点拨式教学 (49)
4.3 泛义动词“做、干、弄、搞”的教学方法 (49)
4.3.1 演绎归纳法 (49)
4.3.2 对比分析法 (50)
4.3.3 情境创设法 (50)
结语 (52)
参考文献 (53)
致谢 (57)