本文關(guān)鍵詞： 泰國(guó)學(xué)生 漢語(yǔ)量詞 偏誤分析　出處：《廣西大學(xué)》2012年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：我們知道,在漢藏語(yǔ)系中,量詞在各種語(yǔ)言交流場(chǎng)合中的普遍應(yīng)用是非常重要的。在其他語(yǔ)系中,也有表達(dá)單位和數(shù)量的詞,但一般只限于度量衡單位和某些具體問(wèn)題。我們發(fā)現(xiàn)如果用數(shù)詞與名詞(或動(dòng)詞)結(jié)合表達(dá)事物的數(shù)量時(shí),很多情況我們可以不需要單位詞作為必需的表達(dá)內(nèi)容。而在漢藏語(yǔ)系特別是現(xiàn)代漢語(yǔ)中,用數(shù)詞與名詞(或動(dòng)詞)結(jié)合表事物的數(shù)量時(shí),量詞幾乎是不可省的。量詞本身是豐富復(fù)雜的詞類(lèi),它從語(yǔ)法的角度把言語(yǔ)活動(dòng)科學(xué)化、精密化,又從語(yǔ)用的角度把語(yǔ)言功能化、形象化、修辭化。正因漢語(yǔ)量詞這種詞類(lèi),很多外國(guó)人往往不能夠輕松地使用這一詞類(lèi),甚至成為學(xué)習(xí)漢語(yǔ)和漢語(yǔ)國(guó)際教育的障礙。 量詞在詞法、語(yǔ)法上作為重要的詞類(lèi),使用頻率很高,外國(guó)人在學(xué)習(xí)漢語(yǔ)時(shí)的難點(diǎn)之一,泰國(guó)學(xué)生同樣有這樣的難題。漢語(yǔ)和泰語(yǔ)都有量詞,而且它們?cè)谠~義和句法方面既有著共同點(diǎn),又有差異。本人嘗試對(duì)現(xiàn)代漢語(yǔ)量詞、包括動(dòng)量詞和名量詞進(jìn)行比較研究。本人發(fā)現(xiàn)這些特點(diǎn),希望能夠提高泰國(guó)學(xué)生的漢語(yǔ)能力和老師的教學(xué)水平的提高。為了方便研究,本人在緒論中介紹選題原因、研究意義、研究綜述、研究?jī)?nèi)容和研究材料、研究方法和研究說(shuō)明。本人把全文共分五章。 第一章為緒論,說(shuō)明選題的原因、研究的意義、研究綜述、研究的內(nèi)容和研究的材料、研究的方法與研究說(shuō)明。 第二章主要介紹量詞的來(lái)源、定義、特點(diǎn)與分類(lèi)。 第三章是泰國(guó)清邁皇家大學(xué)學(xué)生使用量詞情況的調(diào)查分析。包括：第一節(jié)；被調(diào)查人的基本情況,第二節(jié)；清邁皇家大學(xué)人文學(xué)院漢語(yǔ)專(zhuān)業(yè)對(duì)漢語(yǔ)量詞的研究調(diào)查結(jié)果和第三節(jié)：小結(jié)。 第四章是產(chǎn)生量詞偏誤的原因。分析產(chǎn)生偏誤原因的“教”方面。包括：教學(xué)方法與教材和學(xué)生學(xué)漢語(yǔ)量詞兩個(gè)方面。 第五章是教學(xué)建議。包括：加強(qiáng)量詞的理論研究和個(gè)案研究、大綱制定和教材編寫(xiě)、不同階段的量詞教學(xué)、正確適當(dāng)?shù)慕虒W(xué)方法、量詞的簡(jiǎn)化與規(guī)范。 最后是結(jié)語(yǔ),本人縱觀全文,認(rèn)為泰國(guó)學(xué)生漢語(yǔ)量詞偏誤原因是母語(yǔ)的干擾,先教出現(xiàn)錯(cuò)誤最多的,后教出現(xiàn)錯(cuò)誤最少的,同時(shí)我們指出了本文的偏誤分析主要原因及其教學(xué)建議,并提出了未來(lái)研究的方向。本人希望能夠?qū)?duì)外漢語(yǔ)教學(xué)有幫助。
[Abstract]:We know that in the Chinese-Tibetan language family, the universal application of quantifiers in various linguistic communication occasions is very important. In other languages, there are also words expressing units and quantities. But it is generally limited to units of measure and measures and to specific problems. We find that when numerals are combined with nouns (or verbs) to express the number of things, In many cases, we do not need unit words as necessary expressions. In Chinese and Tibetan languages, especially in modern Chinese, when numerals are combined with nouns (or verbs) to indicate the number of things, Quantifiers are almost impossible to save. Classifiers themselves are rich and complex parts of speech, which make speech activities scientific and precise from the perspective of grammar, and functionalize, visualize, and rhetoric from a pragmatic point of view. Many foreigners are often unable to easily use the word category, and even become an obstacle to learning Chinese and Chinese international education. As an important part of speech in morphology and grammar, classifiers are used very frequently. One of the difficulties for foreigners in learning Chinese is the same for Thai students. Both Chinese and Thai have classifiers. Moreover, they have some similarities and differences in terms of meaning and syntax. I try to make a comparative study of modern Chinese classifiers, including momentum words and nominal quantifiers. I hope to improve the Thai students' Chinese ability and teachers' teaching level. In order to facilitate the research, I introduce the reasons for choosing the topic, the significance of the research, the research summary, the research contents and the research materials in the introduction. Research methods and research notes. I divided the full text into five chapters. The first chapter is the introduction, which explains the reason of the topic, the significance of the research, the research summary, the research content and the research material, the research method and the research explanation. The second chapter mainly introduces the source, definition, characteristics and classification of quantifiers. The third chapter is the survey and analysis of the use of quantifiers in the students of Chiang Mai Royal University in Thailand. Survey of Chinese quantifiers in the Chinese major of the Royal College of Humanities of Chiang Mai and the third section: summary. Chapter 4th is the reason for the error of quantifier. The teaching method and teaching material and the students' learning Chinese classifier are included in this paper. Chapter 5th is the teaching suggestion, including: strengthening the theoretical research and case study of classifiers, making outline and compiling textbooks, teaching classifiers at different stages, correct and appropriate teaching methods, simplification and standardization of classifiers. Finally is the conclusion, I look at the full text, think that Thai students' Chinese quantifier errors are caused by the interference of their mother tongue, the first teaching errors are the most, then the teaching errors are the least. At the same time, we point out the main reasons of this paper's error analysis and its teaching suggestions, and put forward the direction of future research. I hope to be helpful to the teaching of Chinese as a foreign language.
【學(xué)位授予單位】：廣西大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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