本文選題：給 + 介詞�。� 參考：《吉林大學(xué)》2012年碩士論文

【摘要】：越南語(yǔ)與漢語(yǔ)雖然是兩種不同的語(yǔ)言，但是兩者還存在著很大的共性。它們都是缺乏嚴(yán)格意義的形態(tài)變化的語(yǔ)言，只能借助虛詞和語(yǔ)序等語(yǔ)法手段來(lái)表示一定的語(yǔ)法意義。這一共同點(diǎn)會(huì)給越南學(xué)生的漢語(yǔ)學(xué)習(xí)帶來(lái)積極的作用，但也容易形成消極的影響。而且，介詞“給”是漢語(yǔ)中使用頻率極高的對(duì)象介詞，越南語(yǔ)的“cho”也同樣，意義與用法的相似性似的越南學(xué)生在習(xí)得漢語(yǔ)介詞“給”時(shí)難免出現(xiàn)較多的問(wèn)題。前人尚未轉(zhuǎn)對(duì)介詞“給”進(jìn)行專門的研究，因此本人擬以此為論題進(jìn)行細(xì)致探討與深入挖掘。 本文以中介語(yǔ)語(yǔ)料庫(kù)為依據(jù)，搜集了大量偏誤語(yǔ)料，大量搜集偏誤語(yǔ)料，輔以相應(yīng)的調(diào)查問(wèn)卷，考察了不同等級(jí)漢語(yǔ)水平的越南學(xué)生介詞“給”的偏誤情況。對(duì)搜集到的偏誤句子進(jìn)行分類并加以分析。分析時(shí)，本人從漢語(yǔ)本體的角度出發(fā)，，對(duì)越南學(xué)生容易出錯(cuò)的地方進(jìn)行了深入的說(shuō)明，并逐一給出了他們的正確形成。 本文從越南學(xué)生的漢語(yǔ)水平等級(jí)和介詞“給”的具體偏誤項(xiàng)目?jī)蓚�(gè)角度對(duì)介詞“給”的偏誤語(yǔ)料進(jìn)行看了統(tǒng)計(jì)分析，然后，在對(duì)偏誤用例分析的基礎(chǔ)上，本人總結(jié)出母語(yǔ)的干擾，目的語(yǔ)的負(fù)遷移，學(xué)習(xí)策略及學(xué)習(xí)環(huán)境等四個(gè)方面是讓越南學(xué)生發(fā)生錯(cuò)誤的主要原因。 針對(duì)這四方面的原因，本文提出了幾點(diǎn)建議：第一，對(duì)外漢語(yǔ)教師要具備一定的知識(shí)，傳授時(shí)要發(fā)揮主觀能動(dòng)性，要分層教學(xué)和著重精講多練。第二，學(xué)生要做好理解、模仿、記憶和運(yùn)用等四個(gè)任務(wù)。第三，對(duì)教學(xué)編寫的設(shè)想要有清楚的思路，能體現(xiàn)到針對(duì)性。
[Abstract]:Although Vietnamese and Chinese are two different languages, there are still great similarities between them. They are all languages that lack formal changes in strict meaning, and can only express certain grammatical meanings by grammatical means such as function words and word order. This common denominator will bring positive effect to Vietnamese students' Chinese learning, but it will also have a negative effect. Moreover, the preposition "giving" is the object preposition which is frequently used in Chinese, and so is "cho" in Vietnamese, so Vietnamese students inevitably have more problems in acquiring Chinese preposition "giving" as the meaning and usage are similar. Predecessors have not turned to the preposition "to" special research, so I intend to take this as a topic for careful discussion and in-depth mining. Based on the interlanguage corpus, this paper collects a large number of error data, and a corresponding questionnaire to investigate the errors of Vietnamese students' preposition "giving" at different levels of Chinese level. Classify and analyze the collected error sentences. From the perspective of Chinese Noumenon, I made a deep explanation of the mistakes of Vietnamese students, and gave their correct formation one by one. This paper makes a statistical analysis of the errors of the preposition "giving" from the perspective of the Chinese proficiency level of Vietnamese students and the specific error items of the preposition "giving". Then, on the basis of the analysis of error cases, this paper makes a statistical analysis of the error data of the preposition "giving". I conclude that the interference of mother tongue, negative transfer of target language, learning strategy and learning environment are the main reasons for Vietnamese students to make mistakes. In view of these four reasons, this paper puts forward several suggestions: first, teachers of Chinese as a foreign language should have certain knowledge, give full play to their subjective initiative in teaching, teach in layers and emphasize on teaching and practice. Second, students should do a good understanding, imitation, memory and use of the four tasks. Third, the idea of teaching writing should have a clear idea, can reflect the pertinence.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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本文編號(hào)：2032081