本文選題：單音節(jié)趨向補語 + 趨向補語　； 參考：《東北師范大學》2012年碩士論文

【摘要】：當下對于對外漢語教學的教師和將漢語作為第二語言學習的學生而言，漢語中使用頻率較高的趨向補語是補語教學和學習的難點和重點。同樣，對于土耳其漢語教師和漢語語言學生來說也是如此：一方面土耳其語中沒有趨向補語這一語法項目；另一方面選用的中國教材和實際教學（指土耳其籍教師）中還有很多不利的因素；這使得土耳其學生在學習和使用趨向補語時往往覺得非常困難。 在現(xiàn)代漢語中，，趨向補語的劃分一般分為單音節(jié)趨向補語和復合趨向補語兩大類。我認為“復合趨向補語”多數(shù)形式上是由“單音節(jié)趨向補語”疊加而成，同時每一個復合趨向補語與相應的單音節(jié)趨向補語意義之間有著豐富的內在聯(lián)系。因此，我想先從“單音節(jié)趨向補語”入手，面向廣大的土耳其漢語學生分析論述其與土耳其語語法的不同以及關于如何掌握這種漢語語法提出自己的意見，同時也向國內的漢語教育者提出自己的見解供大家一起探討。 本文以語料統(tǒng)計為基礎，依據(jù)權威學者的趨向補語、第二語言習得、中介語和偏誤分析等相關理論，對土耳其學生習得漢語單音節(jié)趨向補語情況進行粗淺地簡單行對比分析，主要討論習得單音節(jié)趨向補語時產生的三種偏誤類型及分析其原因，并根據(jù)自己的習得經驗對教學提出一點建議。
[Abstract]:At present, for teachers of teaching Chinese as a foreign language and students learning Chinese as a second language, it is difficult and important to use high frequency directional complement in Chinese language teaching and learning. The same is true for Turkish Chinese teachers and Chinese language students: on the one hand, there is no trend complement in Turkish; On the other hand, there are many unfavorable factors in the Chinese textbooks and actual teaching (referring to Turkish teachers), which makes it very difficult for Turkish students to learn and use directional complements. In modern Chinese, the division of directional complement is generally divided into monosyllabic directional complement and compound directional complement. I think that most of the "compound directional complement" is formed by the superposition of "monosyllabic directional complement". At the same time, there is a rich internal relationship between each compound directional complement and the corresponding monosyllabic directional complement. Therefore, I would like to start with "monosyllabic trend complement", analyze and discuss its differences from Turkish grammar and put forward my own opinions on how to master this Chinese grammar. At the same time, to the Chinese language educators in China to put forward their own views for everyone to discuss. On the basis of corpus statistics, based on the relevant theories of authoritative scholars, such as directional complement, second language acquisition, interlanguage and error analysis, this paper makes a simple and simple comparative analysis of Turkish students' acquisition of Chinese monosyllabic directional complement. This paper mainly discusses the three types of errors in the acquisition of monosyllabic trend complements and analyzes their causes, and puts forward some suggestions for teaching according to one's own experience in the acquisition of monosyllabic trend complements.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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