本文關(guān)鍵詞： 蒙古國(guó)學(xué)生 能愿動(dòng)詞 調(diào)查統(tǒng)計(jì) 偏誤分析 偏誤原因探究　出處：《吉林大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：能愿動(dòng)詞歷來是第二語言學(xué)習(xí)者習(xí)得漢語的重點(diǎn)和難點(diǎn)，蒙古國(guó)學(xué)習(xí)者在漢語能愿動(dòng)詞的習(xí)得過程中也會(huì)遇到很多困難，從而產(chǎn)生大量的語法偏誤問題，而針對(duì)蒙古國(guó)學(xué)習(xí)者的漢語能愿動(dòng)詞習(xí)得研究是一個(gè)薄弱環(huán)節(jié)。因此，為了能夠使蒙古國(guó)學(xué)習(xí)者更準(zhǔn)確、更牢固地掌握漢語能愿動(dòng)詞，提高能愿動(dòng)詞的教師教學(xué)及學(xué)生習(xí)得效率，從而使學(xué)習(xí)者更好的習(xí)得漢語，筆者對(duì)蒙古國(guó)學(xué)生習(xí)得能愿動(dòng)詞的語法偏誤問題進(jìn)行了研究。 論文首先在緒論中對(duì)本文的選題緣起及意義，研究的理論依據(jù)和方法等做了簡(jiǎn)要說明，，之后概述了能愿動(dòng)詞及其教學(xué)研究的基本情況。接著運(yùn)用調(diào)查統(tǒng)計(jì)、對(duì)比分析、重點(diǎn)研究等方法，對(duì)蒙古國(guó)學(xué)習(xí)者的漢語能愿動(dòng)詞習(xí)得狀況進(jìn)行前后期的分期調(diào)查和分門別類的數(shù)據(jù)統(tǒng)計(jì)分析，從而獲得了大量的能愿動(dòng)詞習(xí)得偏誤語料。對(duì)這些語料進(jìn)行橫向及縱向的數(shù)據(jù)統(tǒng)計(jì)和對(duì)比之后，統(tǒng)計(jì)結(jié)果顯示在本文所研究的五個(gè)能愿動(dòng)詞中“會(huì)”和“要”的語法偏誤數(shù)量及比例最高，其次為“能”“可以”和“想”；“誤代”和“錯(cuò)序”這兩種語法偏誤類型的偏誤數(shù)量及比例最高，其次為“遺漏”和“誤加”，進(jìn)而以語法偏誤類型為基本依據(jù)對(duì)偏誤語料進(jìn)行系統(tǒng)分析和偏誤原因的探究，這些可以為教師的針對(duì)性教學(xué)和研究提供可靠的借鑒和依據(jù)。最后對(duì)調(diào)查前后期所運(yùn)用的能愿動(dòng)詞教學(xué)策略進(jìn)行簡(jiǎn)要地歸納總結(jié)。 因此本文的基本結(jié)構(gòu)是：第1章：緒論；第2章：能愿動(dòng)詞及其教學(xué)研究綜述；第3章：蒙古學(xué)生能愿動(dòng)詞習(xí)得狀況調(diào)查及分析；第4章：蒙古學(xué)生習(xí)得能愿動(dòng)詞的語法偏誤分析及偏誤原因初探，第3章和第4章是本文研究的核心部分，也是本文最具創(chuàng)新意義和研究?jī)r(jià)值的部分，最后將具有針對(duì)性以及創(chuàng)新性的能愿動(dòng)詞教學(xué)策略以附錄的形式簡(jiǎn)要呈現(xiàn)出來。 筆者希望通過本文的研究，能夠?qū)γ晒艊?guó)的漢語能愿動(dòng)詞教學(xué)起到促進(jìn)作用，提高能愿動(dòng)詞教學(xué)的針對(duì)性和實(shí)效性，從而提高學(xué)習(xí)者能愿動(dòng)詞的習(xí)得水平，進(jìn)而提高學(xué)習(xí)者的整體漢語水平，也希望能夠引起更多的研究者對(duì)蒙古國(guó)的漢語教學(xué)進(jìn)行研究。
[Abstract]:Passive verbs have always been the focus and difficulty of second language learners in the acquisition of Chinese verbs. Mongolian learners will also encounter many difficulties in the acquisition of the verbs, resulting in a large number of grammatical errors. Therefore, in order to make Mongolian learners more accurate and more firmly grasp the Chinese vowel verbs, it is a weak link to study the acquisition of Chinese vowel verbs for Mongolian learners. In order to improve the efficiency of teachers' teaching and students' acquisition of vowel verbs, the author makes a study of the grammatical errors in Mongolian students' acquisition of NV verbs. In the introduction, the thesis gives a brief explanation of the origin and significance of the topic, the theoretical basis and methods of the research, and then summarizes the basic situation of the study of the verb and its teaching. By means of comparative analysis and research, this paper makes a stage investigation and statistical analysis on the acquisition status of Chinese wish verbs of Mongolian learners in earlier and later stages. Thus, a large number of error-acquisition data are obtained. After the horizontal and vertical statistics and comparison of these data. The statistical results show that the number and proportion of grammatical errors of "will" and "want" are the highest, followed by "can" and "you" and "think" among the five verbs studied in this paper. The number and proportion of errors in the two types of grammatical errors are the highest, followed by "omission" and "wrong addition". Then based on the grammatical error types as the basic basis for the systematic analysis of the error corpus and the exploration of the causes of errors. These can provide a reliable reference and basis for teachers' targeted teaching and research. Finally, the teaching strategies of the votive verbs used in the former and the later stages of the investigation are summarized briefly. Therefore, the basic structure of this paper is: chapter 1: introduction; Chapter 2: a summary of the research on the verb of Neng wish and its teaching; Chapter 3: the investigation and analysis of Mongolian students' acquisition of verbs; Chapter 4: the analysis of grammatical errors and the causes of errors in the acquisition of NV verbs by Mongolian students. Chapters 3 and 4 are the core part of this thesis, and also the most innovative and valuable part of this thesis. Finally, the teaching strategies of targeted and innovative vow verbs are presented in the form of appendix. The author hopes that through the study of this paper, it can promote the teaching of Chinese vowel verbs in Mongolia, improve the pertinence and effectiveness of the teaching of vowel verbs, and thus improve the learners' acquisition level of the vowel verbs. Therefore, it is hoped that more researchers will study the teaching of Chinese in Mongolia.
【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】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：1490464