本文關(guān)鍵詞： 漢泰單項(xiàng)定語(yǔ) 偏誤分析 調(diào)查問(wèn)卷　出處：《湖南大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：漢語(yǔ)單項(xiàng)定語(yǔ)是泰國(guó)高中生習(xí)得漢語(yǔ)過(guò)程中最基本的一個(gè)漢語(yǔ)語(yǔ)法點(diǎn)之一,同時(shí)也是一個(gè)難點(diǎn)。本文以漢語(yǔ)和泰語(yǔ)單項(xiàng)定語(yǔ)作為具體研究對(duì)象,在參考國(guó)內(nèi)外相關(guān)資料、研究成果基礎(chǔ)上,借助對(duì)比分析、偏誤分析等方法探討泰國(guó)高中生習(xí)得單項(xiàng)定語(yǔ)的偏誤以及出現(xiàn)偏誤的原因。首先,本文對(duì)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)以及中介語(yǔ)語(yǔ)料庫(kù)的單項(xiàng)定語(yǔ)相關(guān)語(yǔ)料進(jìn)行分析,發(fā)現(xiàn)以泰語(yǔ)為母語(yǔ)的漢語(yǔ)習(xí)得者習(xí)得漢語(yǔ)單項(xiàng)定語(yǔ)的偏誤主要表現(xiàn)在遺漏定語(yǔ)標(biāo)志“的”、增添定語(yǔ)標(biāo)志“的”、遺漏定語(yǔ)成分、定語(yǔ)多余、成分的錯(cuò)誤替代、成分的錯(cuò)序六個(gè)方面。其次,通過(guò)采取調(diào)查問(wèn)卷的方式對(duì)泰國(guó)高中生的單項(xiàng)定語(yǔ)習(xí)得偏誤進(jìn)行分析(語(yǔ)料主要來(lái)源于慧更中學(xué)和Kzwila Wittaylalai學(xué)校),發(fā)現(xiàn)泰國(guó)高中生的單項(xiàng)定語(yǔ)偏誤可以總結(jié)為三類(lèi):一、“中心語(yǔ)+(的)+定語(yǔ)”型偏誤;二、“定語(yǔ)+中心語(yǔ)+的”和“的+中心語(yǔ)+定語(yǔ)”型偏誤;三、“中心語(yǔ)+定語(yǔ)+的”和“的+定語(yǔ)+中心語(yǔ)”型偏誤,其中“中心語(yǔ)+(的)+定語(yǔ)”型偏誤出現(xiàn)比例達(dá)41.36%。而之所以會(huì)產(chǎn)生這些偏誤最主要的原因有以下四點(diǎn):一、母語(yǔ)的負(fù)遷移;二、掌握的定中結(jié)構(gòu)知識(shí)有限;三、過(guò)度泛化;四、教師原因而導(dǎo)致的教學(xué)失誤。最后在實(shí)際教學(xué)的基礎(chǔ)上,提出自己的建議和對(duì)策,希望能給泰國(guó)高中生在單項(xiàng)定語(yǔ)學(xué)習(xí)上帶來(lái)一定的幫助。本文主要分為四章,第一章介紹選題背景和意義、研究目的、偏誤分析理論基礎(chǔ)及中外相關(guān)研究成果;第二章對(duì)漢語(yǔ)和泰語(yǔ)的定語(yǔ)進(jìn)行比較;第三章借助語(yǔ)料庫(kù)對(duì)單項(xiàng)定語(yǔ)習(xí)得偏誤進(jìn)行分析;第四章對(duì)泰國(guó)高中生漢語(yǔ)單項(xiàng)定語(yǔ)習(xí)得情況進(jìn)行具體的研究。
[Abstract]:Chinese monomial attribute is one of the most basic grammatical points in the process of Thai high school students' acquisition of Chinese, and it is also a difficult point. On the basis of the research results, by means of comparative analysis, error analysis and other methods, this paper discusses the errors and the causes of errors in the acquisition of individual attributes by Thai high school students. This paper analyzes the monomial attributive data of HSK dynamic composition corpus and interlanguage corpus. It is found that the errors in the acquisition of Chinese monomial attributes by native Thai learners are mainly reflected in the omission of attributive markers, the addition of attributive markers, the omission of attributive elements, the superfluity of attributives, and the error substitution of elements. Six aspects of the misordering of components. Secondly, This paper analyzes the individual attributive acquisition errors of Thai senior high school students by questionnaire. (the main sources of the data are Yu Hui Middle School and Kzwila Wittaylalai School. It is found that the single attributive errors of Thai senior high school students can be summarized into three categories:. First, "the attributive of the head" type error; Second, the errors of "he" of the attributive head, and (3) the type of "he" of "the attributive" of the "central attribute", the third, the error of "the attributive head" of the central attribute, The main reasons for the occurrence of these errors are as follows: first, negative transfer of mother tongue; second, limited knowledge of the central structure; third, overgeneralization; and fourth, Finally, on the basis of actual teaching, the author puts forward his own suggestions and countermeasures, hoping to help Thai senior high school students in the study of individual attributives. This paper is divided into four chapters. The first chapter introduces the background and significance of the topic, the purpose of the study, the theoretical basis of error analysis and related research results at home and abroad; the second chapter makes a comparison between Chinese and Thai attributives; the third chapter analyzes the acquisition errors of individual attributives with the help of corpus; Chapter 4th makes a specific study of Thai senior high school students' acquisition of Chinese monomial attributes.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.3

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