印尼学生汉语趋向补语习得偏误分析
发布时间：2018-10-24 20:46
【摘要】：汉语趋向补语的出现频率很高,历来是汉语教学的重点和学习难点之一。汉语趋向补语的结构复杂、语义虚化,再加上印尼语本身不存在该句法成分,导致印尼学生在学习汉语的过程中不易理解或偏误颇多。本文首先将汉语趋向补语“上”、“下”组与印尼语进行了系统的对比,找出两种语言之间存在的异同。再通过问卷调查法对初、中、高级水平三个阶段的印尼学生进行定量研究,并将学生的偏误分为宾语错位、补语误用及遗漏类偏误等三大类。最后根据印尼学生的偏误特点与偏误原因提出有针对性的教学对策,以期进一步推动汉语趋向补语的教学与习得研究。
[Abstract]:The frequency of Chinese trend complement is very high, which is always one of the key points and learning difficulties in Chinese teaching. The complexity of the structure of the Chinese trend complement and the absence of the syntactic component in the Indonesian language lead to the difficulty or bias of Indonesian students in the process of learning Chinese. This paper first compares the Chinese tendency complement "Shang" and "Xia" with Indonesian, and finds out the similarities and differences between the two languages. Through the method of questionnaire, this paper makes a quantitative study on Indonesian students in the three stages of primary, middle and advanced level, and divides the students' errors into three categories: object misplacement, complement misuse and omission bias. Finally, according to the characteristics of Indonesian students' errors and the causes of errors, the author puts forward targeted teaching countermeasures in order to further promote the teaching and acquisition of Chinese trend complements.
【学位授予单位】：广东外语外贸大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
本文编号：2292514
[Abstract]:The frequency of Chinese trend complement is very high, which is always one of the key points and learning difficulties in Chinese teaching. The complexity of the structure of the Chinese trend complement and the absence of the syntactic component in the Indonesian language lead to the difficulty or bias of Indonesian students in the process of learning Chinese. This paper first compares the Chinese tendency complement "Shang" and "Xia" with Indonesian, and finds out the similarities and differences between the two languages. Through the method of questionnaire, this paper makes a quantitative study on Indonesian students in the three stages of primary, middle and advanced level, and divides the students' errors into three categories: object misplacement, complement misuse and omission bias. Finally, according to the characteristics of Indonesian students' errors and the causes of errors, the author puts forward targeted teaching countermeasures in order to further promote the teaching and acquisition of Chinese trend complements.
【学位授予单位】：广东外语外贸大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
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