本文選題：漢蒙構(gòu)詞法　切入點(diǎn)：異同分析　出處：《遼寧師范大學(xué)》2013年碩士論文

【摘要】：隨著蒙古和中國(guó)交流合作的不斷加強(qiáng),學(xué)習(xí)漢語(yǔ)的蒙古學(xué)生數(shù)量也越來越多,對(duì)漢語(yǔ)的研究也越來越深。因?yàn)槲淖植灰粯?語(yǔ)系不同等問題導(dǎo)致蒙古學(xué)生在漢語(yǔ)學(xué)習(xí)過程中遇到很多困難。尤其是在教學(xué)中,學(xué)生與老師更重視語(yǔ)法,詞匯和構(gòu)詞法往往容易被忽視,但構(gòu)詞法是語(yǔ)言學(xué)習(xí)過程中不可缺少的部分,構(gòu)詞法的不同也體現(xiàn)了各國(guó)人民思維方式的不同。 構(gòu)詞法,是按照一定的規(guī)則用語(yǔ)素構(gòu)成詞的方法。構(gòu)詞法在任何語(yǔ)言中都有十分重要的地位,是語(yǔ)言研究的核心部分。派生法和復(fù)合法是最普遍、最具創(chuàng)造性的構(gòu)詞法。目前在蒙古掀起學(xué)習(xí)漢語(yǔ)的熱潮,但在漢語(yǔ)和蒙語(yǔ)構(gòu)詞法方面的研究不全面、不系統(tǒng)和不完善,以至于無法滿足蒙古學(xué)生對(duì)這方面的需求。因此,對(duì)漢語(yǔ)和蒙語(yǔ)構(gòu)詞法進(jìn)行研究與比較既是學(xué)術(shù)領(lǐng)域的需要,也是學(xué)生學(xué)習(xí)生活的實(shí)際需要。通過本文的研究與比較,找出兩種語(yǔ)言構(gòu)詞法的特點(diǎn)和異同。從而幫助蒙古學(xué)生在掌握和運(yùn)用漢語(yǔ)詞匯過程中減少錯(cuò)誤和困難。 論文的主要包括以下四個(gè)部分： 緒論部分主要介紹了選題研究意義,相關(guān)研究綜述,研究方法以及本文的研究思路。 第一章介紹了漢語(yǔ)和蒙語(yǔ)構(gòu)詞法,對(duì)兩者進(jìn)行比較,從而總結(jié)出兩者的相同點(diǎn)和不同點(diǎn)。 第二章在該結(jié)論的基礎(chǔ)上重點(diǎn)研究漢蒙語(yǔ)派生構(gòu)詞法以及結(jié)構(gòu)單位,找出了漢語(yǔ)和蒙語(yǔ)的派生法構(gòu)詞法以及結(jié)構(gòu)單位的異同點(diǎn)。 第三章對(duì)漢語(yǔ)和蒙語(yǔ)中出現(xiàn)的高頻率詞綴進(jìn)行分析。找出了漢語(yǔ)和蒙語(yǔ)對(duì)應(yīng)關(guān)系的詞綴也不對(duì)應(yīng)的詞綴。 第四章基于以上的分析,從構(gòu)詞法角度來對(duì)蒙古學(xué)生進(jìn)行詞匯教學(xué)。漢語(yǔ)構(gòu)詞法以復(fù)合法為主,而蒙語(yǔ)構(gòu)詞法以派生法為主,這樣的差異就勢(shì)必導(dǎo)致在漢語(yǔ)教學(xué)中蒙古學(xué)生在記憶和理解詞匯方面產(chǎn)生許多困難。因此,教師在教授過程中在盡量消除學(xué)生的主觀因素外,還應(yīng)從構(gòu)詞法的異同方面引導(dǎo)學(xué)生養(yǎng)成漢語(yǔ)復(fù)合思維,適應(yīng)漢語(yǔ)語(yǔ)言習(xí)慣,從而達(dá)到漢語(yǔ)詞匯教學(xué)的目的。
[Abstract]:With the increasing exchange and cooperation between Mongolia and China, the number of Mongolian students learning Chinese is increasing, and the study of Chinese is becoming more and more profound.Because of different characters and different languages, Mongolian students encounter many difficulties in learning Chinese.Especially in teaching, students and teachers pay more attention to grammar, vocabulary and word-formation are often ignored, but word-formation is an indispensable part in the process of language learning.Word-formation is the method of using morpheme to form words according to certain rules.Word-formation plays an important role in any language and is the core of language research.Derivation and composition are the most common and creative word-formation methods.At present, there is an upsurge of learning Chinese in Mongolia, but the research on Chinese and Mongolian word-formation is not comprehensive, systematic and perfect, so that it can not meet the needs of Mongolian students in this respect.Therefore, the study and comparison of Chinese and Mongolian word-formation is not only the need of academic field, but also the practical need of students' study and life.Through the research and comparison of this paper, find out the characteristics and similarities and differences of the two language word-formation.In order to help Mongolian students in the process of mastering and using Chinese vocabulary to reduce errors and difficulties.The thesis mainly includes the following four parts:The introduction part mainly introduces the research significance, the related research summary, the research method and the research thought of this paper.The first chapter introduces Chinese and Mongolian word-formation, compares them and summarizes their similarities and differences.Based on this conclusion, the second chapter focuses on the study of Chinese and Mongolian derived word-formation and structural units, and finds out the similarities and differences between Chinese and Mongolian derived word-formation and structural units.Chapter three analyzes the high frequency affixes in Chinese and Mongolian.The affixes of the corresponding relation between Chinese and Mongolian are also found.Based on the above analysis, the fourth chapter gives vocabulary teaching to Mongolian students from the perspective of word-formation.Chinese word-formation is based on compound method, while Mongolian word-formation is based on derivation. This difference will inevitably lead to many difficulties for Mongolian students in memorizing and understanding vocabulary in Chinese teaching.
【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】：2013
【分類號(hào)】：H195.3

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