本文選題：對(duì)外漢語　切入點(diǎn)：名量詞　出處：《山東師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：在漢藏語言體系中，量詞是其重要語言特征之一，，尤其在現(xiàn)代漢語中處于重要地位。而在量詞各類別中，以產(chǎn)生時(shí)間最早、數(shù)量繁多和用法最復(fù)雜為特點(diǎn)的名量詞，因其最能夠體現(xiàn)現(xiàn)代漢語量詞的特征，在現(xiàn)代漢語中處于重中之重的地位。因此，名量詞自然就成為對(duì)外漢語教學(xué)領(lǐng)域中的重要內(nèi)容，對(duì)外漢語教學(xué)活動(dòng)中各參與主體對(duì)其也是越來越予以高度關(guān)注。在對(duì)外漢語教學(xué)實(shí)踐中，第二語言學(xué)習(xí)者普遍反映量詞難學(xué)，名量詞尤其難學(xué)，同時(shí)在使用量詞，特別是名量詞進(jìn)行語言交流中，總是不得其要領(lǐng)，量詞尤其名量詞業(yè)已成為第二語言學(xué)習(xí)者漢語學(xué)習(xí)中的一個(gè)障礙。對(duì)于母語中只有度量衡量詞的歐美學(xué)生而言，名量詞的出現(xiàn)經(jīng)常使他們感到迷惑不解。對(duì)于母語中也有量詞的韓、日、泰學(xué)生而言，因其母語中的量詞與漢語量詞差別很大，在面對(duì)數(shù)量繁多和用法復(fù)雜的漢語名量詞也還是無法運(yùn)用自如。因而，第二語言學(xué)習(xí)者的運(yùn)用漢語進(jìn)行日常交流時(shí)，出現(xiàn)大量不同類型的名量詞偏誤也就成為普遍現(xiàn)象。同時(shí)，由于學(xué)界現(xiàn)階段在對(duì)外漢語教學(xué)中名量詞的相關(guān)基礎(chǔ)研究方面相對(duì)較為薄弱，許多從事對(duì)外漢語教學(xué)工作的教師暫時(shí)無法對(duì)第二語言學(xué)習(xí)者遇到的問題給予科學(xué)合理的解釋與指導(dǎo)，第二語言學(xué)習(xí)者學(xué)習(xí)漢語名量詞的困惑也隨之增多，學(xué)習(xí)負(fù)擔(dān)也隨之加重。因此給對(duì)外漢語教學(xué)活動(dòng)帶來許多不利影響，阻礙了漢語的推廣。 為提高對(duì)外漢語教學(xué)水平，促進(jìn)其發(fā)展，一段時(shí)間以來，學(xué)界針對(duì)漢語名量詞教學(xué)的難點(diǎn)開展了多層次的調(diào)查與研究活動(dòng)，從不同的視角提出自己對(duì)名量詞教學(xué)的意見和建議，這些研究成果給對(duì)外漢語教師在第二語言教學(xué)中進(jìn)行名量詞教學(xué)提供了很大的幫助，但是在對(duì)外漢語教學(xué)中依舊存在大量問題有待解決，以便為對(duì)外漢語名量詞教學(xué)活動(dòng)提供更加有益的指導(dǎo)。為此，我們將嘗試在學(xué)界已有研究成果的基礎(chǔ)之上，通過對(duì)現(xiàn)代漢語名量詞系統(tǒng)的梳理，從偏誤分析的角度，梳理第二語言學(xué)習(xí)者在使用名量詞過程中的出現(xiàn)的各種偏誤現(xiàn)象并逐一對(duì)其展開分析與研究，發(fā)現(xiàn)、總結(jié)產(chǎn)生偏誤現(xiàn)象的原因。其次，分析、研究第二語言學(xué)習(xí)者使用最為廣泛的兩套對(duì)外漢語教學(xué)材料中的名量詞編寫排列，從而發(fā)現(xiàn)其編排的優(yōu)點(diǎn)及不足。最后，在教學(xué)的策略上以及教材的改進(jìn)上提出建設(shè)性的意見和建議，期望能夠?yàn)閷?duì)外漢語中的名量詞教學(xué)的方法及教材的編寫提供有益的幫助。 本文結(jié)構(gòu)上分為四個(gè)章節(jié)：引言作為第一章，主要是對(duì)選題目的及意義進(jìn)行介紹，闡述相應(yīng)研究的現(xiàn)狀和研究的內(nèi)容及方法；第二章是現(xiàn)代漢語中名量詞的語法分析，從句法、語義、語用、語源的角度對(duì)現(xiàn)代漢語名量詞系統(tǒng)作動(dòng)態(tài)研究；第三章是對(duì)外漢語教學(xué)中名量詞的偏誤類型及其原因，對(duì)第二語言學(xué)習(xí)者在學(xué)習(xí)名量詞過程中的偏誤進(jìn)行分析歸類，說明其產(chǎn)生偏誤的原因；第四章也就是最后一章，提出教學(xué)策略和相應(yīng)建議。
[Abstract]:In the Sino Tibetan language system, the quantifier is one of the important features of language, especially in the important position in the modern Chinese. And in all kinds of classifiers, to produce the first time, there are a large number of the most complex features and usage of quantifiers, because it can reflect the characteristics of modern Chinese quantifiers, is the priority among priorities the position in the modern Chinese. Therefore, quantifiers naturally becomes an important content in the field of foreign language teaching, foreign language teaching and learning activities in each subject in the more and more attention. In the practice of Chinese teaching, the second language learners generally reflect the difficulty, quantifiers especially difficult to learn, at the same time in the use of classifiers, especially classifiers in language communication, not always the essentials, especially quantifier quantifiers has become a second language learning disabilities in learning Chinese language. For only degree Measure of European and American students, appear classifiers often make them feel very much puzzled. For the native language has quantifier, Korean, Thai and Chinese students, because of differences in their native language quantifiers quantifiers in large, in the face of numerous and complicated usage of Chinese words is still unable to use it freely. Thus, the second language learners to use Chinese in daily communication, the emergence of a large number of different types of quantifiers bias has become a common phenomenon. At the same time, because the academic circles at the present stage in foreign language teaching in basic research related party classifiers on relatively weak, many engaged in teaching Chinese as a foreign language teacher is temporarily unable to second language learning problems give a scientific and reasonable explanation and guidance of second language learners of Chinese Noun Classifiers confusion also increases, so the learning burden will be heavier. It has brought many adverse effects on the teaching of Chinese as a foreign language, which hinders the promotion of Chinese.
In order to improve the level of foreign language teaching, and promote the development of a period of time, the academic research level survey and carry out the difficulties for the quantifiers teaching, put forward the opinions and suggestions of the teaching of quantifiers from different perspectives, the research result of Chinese teachers in the teaching of the Chinese as a second language teaching provides a great help, but in the foreign language teaching is still there are a lot of problems to be solved, so as to provide more useful guidance for the Chinese as a foreign language teaching activities. Therefore, we will try on the basis of existing research results, based on the modern Chinese quantifiers systematically from errors the analysis point of view, I combed the second language learners appear in the use of Quantifiers in the process of error phenomenon and one by one of its analysis and research, summed up the errors found The reason of the phenomenon. Secondly, analysis of second language learners, the most widely used two sets of Chinese teaching materials of the classifiers in the written order, so that the arrangement of the strengths and weaknesses. Finally, put forward constructive comments and suggestions on the improvement of teaching strategies and teaching materials, hoping to write for method of quantifiers teaching in foreign Chinese textbooks and provide useful help.
This structure is divided into four chapters: the first chapter is introduction, mainly on the purpose and significance of the topic are introduced, expounds the contents and methods of current research and the related research; the second chapter is the analysis of modern Chinese quantifiers, grammar from syntactic, semantic, pragmatic, etymology of dynamic study on modern Chinese quantifiers system; the third chapter is the types and causes of errors in teaching Chinese as a foreign language quantifiers, for second language learners in learning classifiers in the process of the errors are classified and analyzed, the errors of the reason; the fourth chapter is the last chapter, puts forward the teaching strategies and suggestions.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 賀華;泰國(guó)學(xué)生漢語量詞使用的偏誤分析[D];重慶師范大學(xué);2013年

2 孫彬;對(duì)外漢語教學(xué)中的量詞教學(xué)探究[D];內(nèi)蒙古師范大學(xué);2013年

本文編號(hào)：1559336