泰国学生汉语量词偏误分析及其教学建议

发布时间：2018-02-27 06:32

本文关键词： 泰国学生汉语量词偏误分析　出处：《广西大学》2012年硕士论文　论文类型：学位论文

【摘要】：我们知道,在汉藏语系中,量词在各种语言交流场合中的普遍应用是非常重要的。在其他语系中,也有表达单位和数量的词,但一般只限于度量衡单位和某些具体问题。我们发现如果用数词与名词(或动词)结合表达事物的数量时,很多情况我们可以不需要单位词作为必需的表达内容。而在汉藏语系特别是现代汉语中,用数词与名词(或动词)结合表事物的数量时,量词几乎是不可省的。量词本身是丰富复杂的词类,它从语法的角度把言语活动科学化、精密化,又从语用的角度把语言功能化、形象化、修辞化。正因汉语量词这种词类,很多外国人往往不能够轻松地使用这一词类,甚至成为学习汉语和汉语国际教育的障碍。量词在词法、语法上作为重要的词类,使用频率很高,外国人在学习汉语时的难点之一,泰国学生同样有这样的难题。汉语和泰语都有量词,而且它们在词义和句法方面既有着共同点,又有差异。本人尝试对现代汉语量词、包括动量词和名量词进行比较研究。本人发现这些特点,希望能够提高泰国学生的汉语能力和老师的教学水平的提高。为了方便研究,本人在绪论中介绍选题原因、研究意义、研究综述、研究内容和研究材料、研究方法和研究说明。本人把全文共分五章。第一章为绪论,说明选题的原因、研究的意义、研究综述、研究的内容和研究的材料、研究的方法与研究说明。第二章主要介绍量词的来源、定义、特点与分类。第三章是泰国清迈皇家大学学生使用量词情况的调查分析。包括：第一节；被调查人的基本情况,第二节；清迈皇家大学人文学院汉语专业对汉语量词的研究调查结果和第三节：小结。第四章是产生量词偏误的原因。分析产生偏误原因的“教”方面。包括：教学方法与教材和学生学汉语量词两个方面。第五章是教学建议。包括：加强量词的理论研究和个案研究、大纲制定和教材编写、不同阶段的量词教学、正确适当的教学方法、量词的简化与规范。最后是结语,本人纵观全文,认为泰国学生汉语量词偏误原因是母语的干扰,先教出现错误最多的,后教出现错误最少的,同时我们指出了本文的偏误分析主要原因及其教学建议,并提出了未来研究的方向。本人希望能够对对外汉语教学有帮助。
[Abstract]:We know that in the Chinese-Tibetan language family, the universal application of quantifiers in various linguistic communication occasions is very important. In other languages, there are also words expressing units and quantities. But it is generally limited to units of measure and measures and to specific problems. We find that when numerals are combined with nouns (or verbs) to express the number of things, In many cases, we do not need unit words as necessary expressions. In Chinese and Tibetan languages, especially in modern Chinese, when numerals are combined with nouns (or verbs) to indicate the number of things, Quantifiers are almost impossible to save. Classifiers themselves are rich and complex parts of speech, which make speech activities scientific and precise from the perspective of grammar, and functionalize, visualize, and rhetoric from a pragmatic point of view. Many foreigners are often unable to easily use the word category, and even become an obstacle to learning Chinese and Chinese international education. As an important part of speech in morphology and grammar, classifiers are used very frequently. One of the difficulties for foreigners in learning Chinese is the same for Thai students. Both Chinese and Thai have classifiers. Moreover, they have some similarities and differences in terms of meaning and syntax. I try to make a comparative study of modern Chinese classifiers, including momentum words and nominal quantifiers. I hope to improve the Thai students' Chinese ability and teachers' teaching level. In order to facilitate the research, I introduce the reasons for choosing the topic, the significance of the research, the research summary, the research contents and the research materials in the introduction. Research methods and research notes. I divided the full text into five chapters. The first chapter is the introduction, which explains the reason of the topic, the significance of the research, the research summary, the research content and the research material, the research method and the research explanation. The second chapter mainly introduces the source, definition, characteristics and classification of quantifiers. The third chapter is the survey and analysis of the use of quantifiers in the students of Chiang Mai Royal University in Thailand. Survey of Chinese quantifiers in the Chinese major of the Royal College of Humanities of Chiang Mai and the third section: summary. Chapter 4th is the reason for the error of quantifier. The teaching method and teaching material and the students' learning Chinese classifier are included in this paper. Chapter 5th is the teaching suggestion, including: strengthening the theoretical research and case study of classifiers, making outline and compiling textbooks, teaching classifiers at different stages, correct and appropriate teaching methods, simplification and standardization of classifiers. Finally is the conclusion, I look at the full text, think that Thai students' Chinese quantifier errors are caused by the interference of their mother tongue, the first teaching errors are the most, then the teaching errors are the least. At the same time, we point out the main reasons of this paper's error analysis and its teaching suggestions, and put forward the direction of future research. I hope to be helpful to the teaching of Chinese as a foreign language.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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