越南学生汉语量词偏误分析

发布时间：2018-02-22 09:10

本文关键词： 越南学生量词偏误分析　出处：《中央民族大学》2012年硕士论文　论文类型：学位论文

【摘要】：无论在汉语里还是在越南语里,量词都是一个使用频率较高的重要词类。汉、越两种语言中量词的用法有同有异,导致越南学生在习得汉语量词时难免出现一些偏误。本文采用调查问卷系统搜集越南学生汉语量词偏误的有关资料和数据,从中概括越南学生汉语量词的偏误率、偏误倾向和偏误类型,分析偏误原因,在此基础上提出量词教学的一些建议,不仅有助于增进越南学生对汉语量词的认知,提高对越南学生汉语量词教学的效果,而且可以为汉语第二语言习得研究提供有价值的个案资料。本研究主要采用对比分析法、问卷调查法和偏误分析法。在对比分析理论指导下,本文对汉语和越南语量词分类、语义特征、语法功能和用法进行了系统、深入的比较,找出二者的异同,借以探寻越南学习者汉语量词的习得难点和偏误原因。为了解越南学生使用汉语量词的情况及常见的偏误,我们以汉语45个甲级量词为考察词项,编制了一份测试问卷,对50位越南学生进行了问卷调查,并采用excel对问卷数据进行了统计。偏误分析法是本文最主要的研究方法。本文研究发现,越南学生尤其是中级水平的学生习得汉语量词过程中,偏误率最高的量词是：回(95％),根(93%),块(91%),号(90%),张(84%)。它们的偏误倾向分别为：个(49％),条(49%),把(51%),座(88%),盘(47%)。越南学生汉语量词偏误的主要类型有：(1)音近型；(2)义近型；(3)形似型；(4)量词“个”泛用的偏误。造成越南汉语学生汉语量词偏误的原因主要有以下三个方面：(1)母语负迁移；(2)目的语负迁移的干扰；(3)学习环境不良。我们建议,第一,加强越南学习者汉语量词教学的应用研究；第二,改进汉语教材的编写工作；第三,在对中级水平越南学生进行汉语量词教学时,应该注意以下几个方面：准确性为基本要求；帮助学生克服母语负迁移；帮助学生克服目的语干扰。
[Abstract]:In both Chinese and Vietnamese, quantifiers are an important part of speech that is frequently used. There are similarities and differences in the usage of quantifiers between the Chinese and Vietnamese languages. As a result, Vietnamese students inevitably have some errors in the acquisition of Chinese classifiers. This paper uses a questionnaire system to collect the relevant information and data of Vietnamese students' Chinese classifier errors, and generalizes the error rate of Vietnamese students' Chinese classifiers. On the basis of the analysis of the bias tendency and the types of errors, some suggestions on classifier teaching are put forward, which can not only promote Vietnamese students' cognition of Chinese classifiers, but also improve the teaching effect of Chinese classifiers for Vietnamese students. Moreover, it can provide valuable case data for the study of Chinese second language acquisition. Under the guidance of contrastive analysis theory, this paper makes a systematic and in-depth comparison between Chinese and Vietnamese classifiers, semantic features, grammatical functions and usage. In order to find out the similarities and differences between them and to find out the difficulties and reasons of Vietnamese learners' acquisition of Chinese classifiers, in order to understand the situation of Vietnamese students using Chinese classifiers and common errors, we take 45 Chinese classifiers as word items. A questionnaire was compiled, 50 Vietnamese students were investigated, and the questionnaire data were collected by excel. The error analysis method is the most important research method in this paper. This study finds that Vietnamese students, especially those at the intermediate level, acquire Chinese classifiers. The highest error rate of the classifier is: back to 95, root to 933 to work, to have 91s and 91s to work, to set up 90 pieces, and Zhang to 840.Their bias is: a) 4949g, 4949g, 51U, 888, and 47472.The main types of Chinese classifier errors among Vietnamese students have the following types: 1: 1) the type of the Chinese classifier error is 1 / 1)) the near type is 3) the shape of the Chinese classifier is similar to that of the one with the same shape as that of the other three types: the third type is the "Guanzhuan" (3)) the shape of the Chinese classifier error is similar to that of the other three types. The main reasons for the errors in the Chinese classifiers of Vietnamese Chinese students are as follows: 1) negative transfer of mother tongue (2) interference of negative transfer of target language and 3) poor learning environment. We suggest, first, to strengthen the applied research on the teaching of Chinese classifiers for Vietnamese learners; second, to improve the compilation of Chinese textbooks; and third, to teach Chinese classifiers to Vietnamese students at the intermediate level. We should pay attention to the following aspects: accuracy as the basic requirement; help students overcome the negative transfer of mother tongue; help students overcome the target language interference.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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