本文關(guān)鍵詞： 對外漢語教學(xué) 動量詞 偏誤分析 教學(xué)建議　出處：《渤海大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：動量詞是漢語量詞體系中重要的組成部分,同時也是動詞使用及動賓短語形成的關(guān)鍵因素,正確、靈活地使用動量詞是漢語學(xué)習(xí)與應(yīng)用中的基礎(chǔ)。一直以來,一線教師在量詞學(xué)習(xí)中單方面強調(diào)名量詞地學(xué)習(xí)和記憶,使得動量詞長期處于教學(xué)的邊緣化狀態(tài),對其相關(guān)研究起步也較晚,動量詞的重要性并未凸顯,這些因素導(dǎo)致教師感到難教,外國留學(xué)生會因為動量詞難學(xué),失去學(xué)好漢語的信心。因此動量詞教學(xué)也就成了對外漢語教學(xué)的難點之一。論文以對外漢語教學(xué)相關(guān)理論為指導(dǎo),將留學(xué)生漢語學(xué)習(xí)中動量詞使用情況作為研究對象,并選取了渤海大學(xué)國際交流中心的留學(xué)生為研究對象,通過測試卷調(diào)查,了解留學(xué)生動量詞學(xué)習(xí)中的誤區(qū)與不足之處,提煉學(xué)生產(chǎn)生偏誤的類型,并以此總結(jié)相關(guān)完善對策和機制,提升動量詞教學(xué)水平。通過對樣本留學(xué)生動量詞使用情況地調(diào)查和研究,發(fā)現(xiàn)學(xué)生動量詞使用中主要集中在四方面問題:泛化現(xiàn)象造成的誤代、情態(tài)動量詞的混用、器官和工具量詞的誤用以及賓語連用錯誤或動量詞位置不當(dāng)。造成這些偏誤產(chǎn)生的原因主要是母語的負遷移、缺乏對漢文化的了解等。當(dāng)前對外漢語動量詞教學(xué)存在著教材與大綱貼合不緊密問題、課堂教學(xué)設(shè)計單一、教師靈活性差等問題。因此,教師在初中等階段留學(xué)生的教學(xué)中要將大綱與教材緊密結(jié)合,讓兩者相互促進和滲透,明確大綱的教學(xué)理念。對外漢語初中等階段的動量詞教學(xué)應(yīng)首先從教學(xué)理念改善中注重對課外詞匯的補充,重視動量詞教學(xué);其次從教學(xué)方法改善方面,加強中外語言動量詞地對比,分析留學(xué)生產(chǎn)生偏誤的干擾因素。針對初中等階段留學(xué)生的漢語動量詞教學(xué),教師應(yīng)當(dāng)充分利用辨析教學(xué)、搭配教學(xué)、語境教學(xué),提升動量詞教學(xué)效果。
[Abstract]:The momentum term is an important part of the system of Chinese quantifiers, but also the use of the verb object phrases and key factors, the formation of correct and flexible use of the momentum term is based learning and application in Chinese. All the time, teachers in the classifier learning classifiers to the one-sided emphasis on learning and memory, the word momentum at the edge the state of long-term teaching, the related research started late, the importance of the word momentum is not prominent, these factors make the teachers feel difficult to teach foreign students, because the word momentum is difficult to learn, lose confidence to learn the Chinese language. So the word momentum teaching has also become one of the difficulties in teaching Chinese as a foreign language. The foreign language teaching the related theory as the guide, the students in learning Chinese verb usage as research object, and selected the students of Bohai University International Exchange Center as the research object, Through the test of questionnaire, understand the mistakes and deficiency of students learning in vivid quantifiers, refining students have the type of error, and then summarize the relevant countermeasures to improve and enhance the teaching level of the word momentum mechanism. Based on the sample of students vivid classifiers use investigation and research, found that students use momentum words mainly concentrated in four aspects: the generalization phenomenon caused by the error generation, mixed modal word momentum, organ and tools quantifier misuse and object for errors or improper location. The word momentum caused these errors are the cause of negative transfer, lack of understanding of Chinese culture. The word momentum exists textbooks and teaching Chinese as a foreign language the outline does not close fitting problems, the design of classroom teaching of teachers is single, poor flexibility. Therefore, teachers in the junior middle school stage student in the teaching syllabus and teaching materials should be close Together, let them promote each other and infiltration, the clear outline of the teaching concept. The word momentum of teaching Chinese as a foreign language junior high school stage should first focus on improving the teaching idea from the complement of extracurricular vocabulary, pay attention to the word momentum from the teaching method to improve teaching; secondly, strengthen the foreign language words word momentum comparison and analysis of foreign students' interference the errors. Chinese word teaching in junior high school stage momentum of students, teachers should make full use of the teaching context, collocation teaching, enhance the teaching effect, the word momentum.

【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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相關(guān)期刊論文 前2條

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本文編號：1448613