【摘要】：漢語(yǔ)和蒙古語(yǔ)屬于不同的語(yǔ)系,語(yǔ)法差異比較大。相對(duì)于漢語(yǔ)語(yǔ)法中語(yǔ)序和虛詞所占的重要作用而言,蒙古語(yǔ)則側(cè)重形態(tài)變化。在對(duì)外漢語(yǔ)教學(xué)中語(yǔ)法教學(xué)占主要地位,而補(bǔ)語(yǔ)在語(yǔ)法教學(xué)中的作用也是不容忽視的,在對(duì)外漢語(yǔ)教學(xué)中一直占有重要的地位,在漢語(yǔ)作為第二語(yǔ)言的教學(xué)過(guò)程中,補(bǔ)語(yǔ)是一個(gè)既復(fù)雜又相當(dāng)重要的語(yǔ)法知識(shí)點(diǎn)。數(shù)量補(bǔ)語(yǔ)在蒙古語(yǔ)中很難找到對(duì)應(yīng)的形式,蒙古學(xué)生對(duì)漢語(yǔ)補(bǔ)語(yǔ)的掌握情況不樂(lè)觀,針對(duì)這問(wèn)題的研究還很少見(jiàn),其中關(guān)于數(shù)量補(bǔ)語(yǔ)偏誤的研究資料比較少,而且研究不夠深入。在實(shí)際教學(xué)和交流過(guò)程當(dāng)中,我們經(jīng)�？梢钥吹健⒙�(tīng)到蒙古學(xué)生在使用數(shù)量補(bǔ)語(yǔ)時(shí)出現(xiàn)偏誤。本論文研究的目標(biāo)是,對(duì)蒙古學(xué)生數(shù)量補(bǔ)語(yǔ)的偏誤情況進(jìn)行調(diào)查和分析,總結(jié)出蒙古學(xué)生使用漢語(yǔ)數(shù)量補(bǔ)語(yǔ)出現(xiàn)的偏誤的類型,指出偏誤產(chǎn)生的原因,并在此基礎(chǔ)上提出一些簡(jiǎn)單和有效的解決方法,避免或減少在使用漢語(yǔ)數(shù)量補(bǔ)語(yǔ)時(shí)產(chǎn)生偏誤現(xiàn)象,從而幫助蒙古學(xué)生更好更快地掌握漢語(yǔ)數(shù)量補(bǔ)語(yǔ)。為了全面地了解蒙古學(xué)生習(xí)得漢語(yǔ)數(shù)量補(bǔ)語(yǔ)的整體情況,本文通過(guò)在教學(xué)中收集真實(shí)資料的方式,針對(duì)蒙古學(xué)生的問(wèn)卷調(diào)查中出現(xiàn)的數(shù)量補(bǔ)語(yǔ)典型偏誤類型,提出相應(yīng)的教學(xué)建議。全文共分為四章： 第一章緒論部分主要說(shuō)明漢語(yǔ)數(shù)量補(bǔ)語(yǔ)選題意義及價(jià)值、研究方法和研究概況,使大家了解本文選題的價(jià)值。 第二章主要介紹漢語(yǔ)數(shù)量補(bǔ)語(yǔ)在蒙古語(yǔ)對(duì)應(yīng)形式,包括關(guān)于漢語(yǔ)數(shù)量補(bǔ)語(yǔ)和關(guān)于蒙古語(yǔ)狀語(yǔ),也包括漢語(yǔ)數(shù)量補(bǔ)語(yǔ)在蒙古語(yǔ)中對(duì)應(yīng)形式。 第三章說(shuō)明蒙古學(xué)生學(xué)習(xí)漢語(yǔ)中數(shù)量補(bǔ)語(yǔ)偏誤分析及原因,包括問(wèn)卷調(diào)查分析、偏誤類型、偏誤原因。 第四章主要說(shuō)明蒙古學(xué)生學(xué)習(xí)漢語(yǔ)數(shù)量補(bǔ)語(yǔ)的教學(xué)對(duì)策,關(guān)于教學(xué)對(duì)策方面要注意的事項(xiàng)。
[Abstract]:Chinese and Mongolian belong to different language families, the grammatical difference is quite big. Compared with the important role of word order and function words in Chinese grammar, Mongolian language focuses on morphological changes. Grammar teaching plays a major role in teaching Chinese as a foreign language, and the role of complement in grammar teaching is not to be ignored. It has been playing an important role in teaching Chinese as a foreign language, and in the process of teaching Chinese as a second language. Complement is a complicated and important knowledge point in grammar. It is difficult to find the corresponding form of quantitative complement in Mongolian. Mongolian students are not optimistic about the mastery of Chinese complement. The research on this problem is rare, among which there is little research data on quantitative complement bias. And the research is not deep enough. In the course of practical teaching and communication, we can often see that Mongolian students have errors in the use of quantitative complements. The purpose of this thesis is to investigate and analyze the errors of Mongolian students' quantitative complement, to summarize the types of errors that occur in Mongolian students' use of Chinese quantitative complements, and to point out the causes of the errors. On this basis, some simple and effective solutions are proposed to avoid or reduce the phenomenon of errors in the use of Chinese quantitative complements, so as to help Mongolian students master Chinese quantitative complements better and faster. In order to fully understand the whole situation of Mongolian students' acquisition of Chinese quantitative complement, this paper aims at the typical errors of quantity complement in the questionnaire survey of Mongolian students by collecting the true data in teaching. The corresponding teaching suggestions are put forward. The full text is divided into four chapters: the first part of the introduction mainly explains the significance and value of the topic of Chinese quantitative complement, research methods and research overview, so that everyone can understand the value of this topic. The second chapter mainly introduces the corresponding forms of Chinese quantitative complement in Mongolian, including Chinese quantitative complement and Mongolian adverbial, but also the corresponding form of Chinese quantitative complement in Mongolian. The third chapter explains the quantitative complement error analysis and its reasons in Mongolian students' learning Chinese, including questionnaire survey, error type and error reasons. The fourth chapter mainly explains the teaching countermeasure of Mongolian students' learning Chinese quantity complement, and points out how to pay attention to the teaching countermeasure.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195

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本文編號(hào)：2306942