【摘要】：據(jù)不完全統(tǒng)計(jì),目前在內(nèi)蒙古自治區(qū)的高等學(xué)校中學(xué)習(xí)漢語(yǔ)、中華歷史文化以及其他學(xué)科的蒙古國(guó)留學(xué)生已達(dá)到千人以上。在呼和浩特、二連浩特、通遼、赤峰、滿洲里等城市的中小學(xué)里還有數(shù)量不少的蒙古國(guó)留學(xué)生專門學(xué)習(xí)漢語(yǔ)。國(guó)家漢辦、自治區(qū)政府每年還派出一定數(shù)量的教師赴蒙古國(guó)從事漢語(yǔ)、中華文化的教學(xué)與研究。內(nèi)蒙古成為國(guó)家對(duì)蒙漢語(yǔ)教學(xué)的重要基地。但是,國(guó)內(nèi)、自治區(qū)內(nèi)針對(duì)蒙古國(guó)漢語(yǔ)教學(xué)的研究尚處于萌芽階段,沒(méi)有形成規(guī)模,既沒(méi)有穩(wěn)定的研究隊(duì)伍,也沒(méi)有相當(dāng)數(shù)量研究成果的出版。針對(duì)蒙古國(guó)留學(xué)生的兼語(yǔ)句教學(xué)研究,,還是一片處女地。鑒于以上情況,本文在總結(jié)前人相關(guān)研究成果的基礎(chǔ)上,結(jié)合兼語(yǔ)句本體研究,主要從教學(xué)方面對(duì)蒙古國(guó)學(xué)生兼語(yǔ)句學(xué)習(xí)和使用中出現(xiàn)的偏誤進(jìn)行歸類,分析其產(chǎn)生的原因,并在語(yǔ)法項(xiàng)目的選取、排序和教學(xué)策略上提出建議,希望能對(duì)教學(xué)實(shí)踐有一定的參考價(jià)值。 本文共分為五部分,引論部分主要陳述選題的動(dòng)機(jī)、意義,研究的范圍、原則和方法。第二部分對(duì)兼語(yǔ)句的本體研究情況和教學(xué)研究情況進(jìn)行了綜述。研究成果顯示,目前兼語(yǔ)句教學(xué)研究并不充分,針對(duì)性不強(qiáng),很難滿足教學(xué)實(shí)際需要,證明了本研究的必要性,繼而立足于研究現(xiàn)狀,發(fā)掘切入點(diǎn),體現(xiàn)本文寫作的實(shí)用性,同時(shí)也闡述了本文所要研究的兼語(yǔ)句類別。第三部分是本文的主體部分。在偏誤研究中,首先明確了偏誤確定的標(biāo)準(zhǔn),根據(jù)蒙古國(guó)學(xué)生兼語(yǔ)句學(xué)習(xí)和使用情況的調(diào)查報(bào)告,依偏誤特征,對(duì)蒙古國(guó)留學(xué)生兼語(yǔ)偏誤句進(jìn)行了歸類,最后從遷移理論和學(xué)習(xí)理論出發(fā)歸納了偏誤產(chǎn)生的原因。第四部分,在明確原則和依據(jù)的基礎(chǔ)上通過(guò)對(duì)相關(guān)教材和蒙古國(guó)學(xué)生的學(xué)習(xí)實(shí)際進(jìn)行分析,歸納出兼語(yǔ)句教學(xué)選取的項(xiàng)目和排列順序。第五部分,結(jié)合偏誤分析、學(xué)校設(shè)置的課程類型和學(xué)生等級(jí)提出兼語(yǔ)句語(yǔ)法項(xiàng)目的教學(xué)對(duì)策。 本文在汲取前人研究成果的基礎(chǔ)上,結(jié)合蒙古國(guó)留學(xué)生漢語(yǔ)學(xué)習(xí)的實(shí)際語(yǔ)料,努力吸收和運(yùn)用結(jié)構(gòu)主義理論和偏誤分析理論等當(dāng)代語(yǔ)言學(xué)和第二語(yǔ)言教學(xué)的重要理論,堅(jiān)持在關(guān)注本體特點(diǎn)的同時(shí)密切聯(lián)系實(shí)際教學(xué)語(yǔ)境,力求做到本體論和教學(xué)論的統(tǒng)一。在汲取前人成果的同時(shí)運(yùn)用描寫與解釋相結(jié)合的方法突出文章的針對(duì)性,一定程度上彌補(bǔ)了研究現(xiàn)狀的不足,期望對(duì)蒙古國(guó)留學(xué)生及國(guó)內(nèi)蒙古族學(xué)生的漢語(yǔ)學(xué)習(xí)、教學(xué)有一定的幫助。
[Abstract]:According to incomplete statistics, the number of Mongolian students studying Chinese, Chinese history and culture and other subjects in colleges and universities in Inner Mongolia Autonomous region has reached more than 1,000. In Hohhot, Erlianhaote, Tongliao, Chifeng, Manzhouli and other cities, there are a large number of Mongolian students studying Chinese. The state Hanban, the autonomous region government also sends a certain number of teachers to Mongolia every year to engage in Chinese language, Chinese culture teaching and research. Inner Mongolia has become an important base for the national teaching of Mongolian Chinese. However, in China, the research on Mongolian Chinese teaching in the autonomous region is still in its infancy, there is no scale, there is neither a stable research team nor a considerable number of research results published. The research on the teaching of part-time sentences for Mongolian students is still a virgin land. In view of the above situation, on the basis of summarizing the previous research results and combining with the research of sentence ontology, this paper classifies the errors in Mongolian students' study and use of sentences from the aspect of teaching, and analyzes the causes of the errors. The author also puts forward some suggestions on the selection, ranking and teaching strategy of grammar items, hoping to have some reference value for teaching practice. This article is divided into five parts, the introduction part mainly states the motivation, significance, scope, principles and methods of the study. The second part summarizes the ontology research and teaching research of concurrent sentence. The research results show that the current research on concurrent sentence teaching is not sufficient, targeted is not strong, it is difficult to meet the actual needs of teaching, proved the necessity of this research, and then based on the research situation, explore the entry point, reflect the practicality of this article writing, At the same time, it also expounds the types of concurrent sentences to be studied in this paper. The third part is the main part of this paper. In the study of bias, first of all, the standard of error determination is defined. According to the investigation report of Mongolian students' study and use of both sentences, and according to the characteristics of errors, the author classifies the partial sentences of Mongolian foreign students. Finally, the causes of errors are summarized from transfer theory and learning theory. The fourth part, on the basis of clear principles and basis, through the analysis of the relevant teaching materials and the learning practice of Mongolian students, we conclude the items and the order of selection of concurrent sentence teaching. The fifth part, combining with the error analysis, puts forward the teaching countermeasure of the grammar project of the course type and grade of the students set up by the school. Based on the previous research results, this paper tries to absorb and apply the important theories of contemporary linguistics and second language teaching, such as structuralism theory and error analysis theory, combined with the actual materials of Mongolian students' Chinese learning, and makes great efforts to absorb and apply the theory of structuralism and the theory of error analysis. While paying close attention to the characteristics of Noumenon and connecting closely with the actual teaching context, we strive to achieve the unity of ontology and teaching theory. At the same time using the method of description and explanation to highlight the pertinence of the article while learning the achievements of predecessors, to some extent, it makes up for the deficiency of the present research situation, and expects to learn Chinese for Mongolian students and Mongolian students in China. There is some help in teaching.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195.3

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