本文選題：漢語介詞　切入點(diǎn)：偏誤研究　出處：《吉林大學(xué)》2013年碩士論文

【摘要】：雖然越南語與漢語是兩種不同的語言但是在語法方面上它們之間還存在著很多共同點(diǎn),如：兩者都是孤立、有聲調(diào)的語言；語法語序都是S-V-O；而且兩者的形態(tài)變化少,因此虛詞和語序都是漢越語法系統(tǒng)的重要語法手段。這些共同點(diǎn)給越南學(xué)生帶來很多積極作用同時(shí)也造成不少消極的影響。經(jīng)過選取本人發(fā)現(xiàn)“對(duì)、給、向、跟”是漢語虛詞中使用頻率較高的介詞,不管是在語義、語法還是在語用方面上,它們有很多交叉之處使它們本身就產(chǎn)生互相混淆現(xiàn)象,加上它們與越南語相應(yīng)的介詞的相同點(diǎn)也讓越南學(xué)生使用此介詞時(shí)難免出現(xiàn)偏誤。 本論文的主要內(nèi)容包括四章： 第一章：緒論：主要是本文選題的理由與意義、研究方法與思路、研究范圍與語料來源、研究現(xiàn)狀。 第二章：針對(duì)不同院校、不同漢語水平等級(jí)的越南學(xué)生進(jìn)行具體的問卷調(diào)查,并結(jié)合所搜集到的大量偏誤語料進(jìn)行總結(jié)、歸類、分析。 第三章：本文具體針對(duì)四個(gè)介詞“給、對(duì)、向、跟”進(jìn)行分析,對(duì)它們本身在語義和用法上容易互相混淆以及跟其他介詞所發(fā)生的偏誤現(xiàn)象歸類出偏誤類型主要集中在混用類,其余是漏用類、錯(cuò)序類與冗余類。 第四章：在分析偏誤類型的基礎(chǔ)上,本人找出了產(chǎn)生此偏誤例子的根源,主要的原因是母語負(fù)遷移,除此之外還有：目的語規(guī)則的過度泛化、學(xué)習(xí)策略與交際策略的影響、學(xué)習(xí)環(huán)境的影響,從此本人從不同的角度對(duì)漢語介詞教學(xué)提出一些建議,具體針對(duì)漢語教師的要求、漢語學(xué)習(xí)者的建議與教材編寫的工作的啟示入手。
[Abstract]:Although Vietnamese and Chinese are two different languages, there are still many similarities in grammar between them, such as: both are isolated and tone languages; the grammatical word order is S-V-O; and the morphology of both has little change. Therefore, function words and word order are important grammatical means in the Sino-Vietnamese grammar system. These common points bring many positive effects to Vietnamese students and also cause a lot of negative effects. They are frequently used prepositions in Chinese function words. Whether they are semantic, grammatical or pragmatic, they have many intersections that cause them to be confused with each other. In addition, the similarities between them and the corresponding prepositions in Vietnamese also make it difficult for Vietnamese students to use the prepositions. The main contents of this thesis include four chapters:. Chapter one: introduction: the reason and significance of this thesis, the research methods and ideas, the scope of the research and the source of the corpus, the status quo of the research. Chapter two: Vietnamese students with different levels of Chinese proficiency in different colleges and universities are investigated and summarized, classified and analyzed. Chapter three: this paper analyzes the four prepositions "give, right, direction, follow". They are easily confused with each other in semantics and usage, and the errors occurring with other prepositions are classified as the types of errors mainly concentrated in mixed-use classes, the others are missing classes, error-order classes and redundant classes. Chapter four: on the basis of analyzing the types of errors, I find out the root causes of the errors, mainly due to the negative transfer of mother tongue, in addition to the overgeneralization of target language rules, the influence of learning strategies and communication strategies. From this point of view, I have put forward some suggestions to the teaching of Chinese prepositions, especially to the requirements of Chinese teachers, the suggestions of Chinese learners and the enlightenment of the compilation of textbooks.
【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)：1666660