蒙古国小学生学习汉语动词的偏误分析及教学策略

发布时间：2018-05-27 03:11

本文选题：蒙古国小学生 + 汉语动词　；参考：《吉林大学》2012年硕士论文

【摘要】：近年来，蒙古国汉语教学发展迅猛。据不完全统计，蒙古全国现有30多所大学及30余所中小学开设汉语课，其中绝大多数学校采用汉语授课，还有部分学校是专门的中文学校。目前，汉语学校的数量和规模在蒙古国的外语教学中仅次于英语，位居第二，汉语也成为仅次于英语的蒙古国第二大外语。但由于诸多原因，蒙古国学生在学习和使用汉语动词时，仍存在较多偏误。目前，对汉语中介语词汇的研究成果还是比较丰富的，但专门研究蒙古国学生学习汉语词汇偏误分析的文章却很少，至于专门研究蒙古国学生学习汉语动词偏误分析的文章更是寥寥无几。又基于不同年龄段的学生学习汉语动词会出现不同的偏误情况，比如，9岁的小学生、16岁的中学生、23岁的大学生和45岁的成年人，均为汉语初学者，但不同年龄人的不同理解能力、不同的接受力、不同的社会阅历、不同的记忆力等都会导致他们出现不同的偏误。故本文主要对蒙古国小学生学习汉语动词的偏误类型进行归类，分析其成因，并提出相应的教学策略。笔者在蒙古国任教期间，，对乌兰巴托市查斯特中文学校、旅蒙华侨友谊学校、贺喜格学校的小学生造句、作文、和日常口语交际的文字记录，进行了收集和整理。本文将从词汇语义学的角度对语料进行穷尽性统计分析，归纳动词偏误的类型及特点，分析导致这些偏误的原因，并提出相应的教学策略。希望本文能够弥补该领域的研究空白，能够对研究蒙古国学生学习汉语动词偏误分析的人员、对蒙汉语教学的一线工作人员、以及蒙汉——汉蒙词典等工具书的编撰人员起到一定的参考作用。本文的主体部分是第二、三、四、五、六章，第二章分析的是“主语+宾语+谓语”结构类偏误的表现、产生的原因及教学策略；第三章分析的是动词省略类偏误的的表现、产生的原因及教学策略；第四章分析的是“V+有”类偏误的表现、产生的原因及教学策略；第五章分析的是“谓语动词+宾语+谓语动词”类偏误的表现、产生的原因及教学策略；第六章则分析了两种出现频率较低的偏误类型，其中包括“有+S”类偏误、动词后宾语省略类偏误。
[Abstract]:In recent years, Mongolian Chinese teaching has developed rapidly. According to incomplete statistics, there are more than 30 universities and more than 30 middle and primary schools in Mongolia offering Chinese classes, most of which are taught in Chinese, and some are special Chinese schools. At present, the number and scale of Chinese schools are second only to English, and Chinese has become the second largest foreign language in Mongolia after English. However, for many reasons, Mongolian students still have many errors in learning and using Chinese verbs. At present, the research results of Chinese interlanguage vocabulary are relatively rich, but there are few articles devoted to the analysis of errors in Mongolian students' learning Chinese vocabulary. As for Mongolian students learning Chinese verb bias analysis articles are very few. And based on the fact that students of different ages have different errors in learning Chinese verbs, for example, 9 years old pupils, 16 years old middle school students, 23 years old college students and 45 years old adults, are both beginners of Chinese. But different understanding ability, different receptivity, different social experience and different memory will lead to different errors. Therefore, this paper mainly classifies the errors of Mongolian primary school students in learning Chinese verbs, analyzes their causes, and puts forward the corresponding teaching strategies. During my teaching in Mongolia, the author collected and collated the sentences, compositions, and written records of daily oral communication among the primary school students of Chester Chinese School, overseas Chinese Friendship School in Mongolia and Hexige School in Ulaanbaatar. This paper makes an exhaustive statistical analysis of the corpus from the perspective of lexical semantics, sums up the types and characteristics of verb errors, analyzes the causes of these errors, and puts forward corresponding teaching strategies. I hope this paper can make up for the research gaps in this field, can study Mongolian students learning Chinese verb bias analysis personnel, Mongolian Chinese teaching staff, As well as the Mongolian-Han-Mongolian dictionary and other reference book compilers play a certain reference role. The main part of this paper is the second, third, fourth, fifth and sixth chapters, the second chapter analyzes the expression of the "subject object predicate" structural errors, the causes and teaching strategies, and the third chapter analyzes the performance of the verb ellipsis type bias. The fourth chapter analyzes the expression, causes and teaching strategies of "V have" type bias, and the fifth chapter analyzes the expression of "predicate verb object predicate verb" type error. The sixth chapter analyzes two types of errors with low frequency, including "have S" type errors, and verb object ellipsis errors.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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