本文選題：量詞　切入點：偏誤分析　出處：《內(nèi)蒙古師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：漢語量詞豐富，用法又十分復雜。在教學實踐中，我們發(fā)現(xiàn)漢語學習者在習得量詞的過程中會產(chǎn)生很多偏誤。因此，量詞的教學是漢語作為第二語言教學的一個難點。 本文通過對漢語學習者的問卷調(diào)查以及現(xiàn)行教材的分析，總結(jié)出現(xiàn)階段蒙古國對外漢語量詞教學的偏誤。通過量詞測試卷來對不同水平漢語學習者進行測試。研究內(nèi)容分為四章： 緒論部分簡要介紹本文選題宗旨包括本文選題宗旨、相關(guān)研究的文獻綜述及本文的語料來源和研究內(nèi)容。第一章探討漢蒙語言量詞對比，介紹漢蒙詞量詞的總體特點、結(jié)構(gòu)、功能比較以及相同點和區(qū)別點。第二章介紹漢語常用量詞的問卷調(diào)查設(shè)計，然后分析蒙古國學生常用量詞問卷調(diào)查的結(jié)果。第三章進行偏誤成因分析，從蒙古國學生學習漢語量詞的情況分析造成偏誤的因素，主要有干擾、教材、訓練的原因以及文化與思維邏輯因素。第四章提出有效的漢語量詞的教學策略。 通過分析偏誤成因，我們在教學中提出以下對策：根據(jù)量詞實際用法的難易來安排對外漢語量詞教學的整個過程，針對不同階段、不同水平的學生，，分層次進行量詞教學。量詞的學習在對外漢語教學中還是一個比較薄弱的環(huán)節(jié)。
[Abstract]:Chinese classifiers are rich and the usage is very complicated. In teaching practice, we find that many errors occur in the process of Chinese learners' acquisition of classifiers. Therefore, the teaching of classifiers is a difficult point in the teaching of Chinese as a second language. Based on the questionnaire survey of Chinese learners and the analysis of the current textbooks, This paper summarizes the errors in the teaching of classifiers in Mongolian TCFL and tests Chinese learners at different levels through the quantifier test volume. The content of the study is divided into four chapters:. The introduction part briefly introduces the purpose of this thesis, including the purpose of selecting this topic, the literature review of relevant research, the source of corpus and the content of the research. The first chapter discusses the comparison of classifiers in Chinese and Mongolian languages, and introduces the general characteristics and structure of classifiers in Chinese and Mongolian words. The second chapter introduces the questionnaire design of the commonly used quantifiers in Chinese, and then analyzes the results of the questionnaire survey on the commonly used quantifiers of Mongolian students. The third chapter analyzes the causes of errors. This paper analyzes the factors of errors caused by Mongolian students' learning Chinese classifiers, including interference, teaching materials, training reasons and cultural and thinking logic factors. Chapter 4th puts forward effective teaching strategies of Chinese classifiers. By analyzing the causes of errors, we put forward the following countermeasures in teaching: according to the difficulty and difficulty of the actual usage of classifiers, we arrange the whole process of teaching Chinese classifiers as a foreign language, aiming at students of different stages and different levels. The study of classifiers is still a weak link in teaching Chinese as a foreign language.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

【參考文獻】

相關(guān)碩士學位論文 前7條

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5 王敏媛;漢語作為第二語言的名量詞習得研究[D];北京語言大學;2007年

6 李月炯;現(xiàn)代漢語量詞研究與對外漢語量詞教學[D];四川大學;2007年

7 賀春枝;基于認知語言學的個體量詞詞義考察與對外漢語量詞教學研究[D];內(nèi)蒙古師范大學;2008年

本文編號：1578043