本文選題：越南學(xué)生 + 偏誤分析　； 參考：《廣西民族大學(xué)》2013年碩士論文

【摘要】：時(shí)間副詞是越南留學(xué)生在學(xué)習(xí)漢語過程中普遍感到較難掌握的一類詞語。漢語時(shí)間副詞本來就數(shù)量眾多，而且很多意思相近，如“將”、“將要”、“就要”等等，在學(xué)習(xí)過程中很難分辨。再加上時(shí)間副詞與語境息息相關(guān)，同一個(gè)時(shí)間副詞在不同的語境里意思往往不同。時(shí)間副詞介于抽象與具體之間，不以人的意志為轉(zhuǎn)移，感覺飄渺虛無。但是，時(shí)間變化，晝夜交替，寒暑易節(jié)又是我們能夠感覺得到的。對于漢語時(shí)間副詞的界定，中國的專家和學(xué)者有很大分歧。陸儉明、馬真（1985）列舉出127個(gè)時(shí)間副詞進(jìn)行研究，張誼生（2000）列舉了85個(gè)時(shí)間副詞進(jìn)行研究，馬慶株（2000）只列舉了54個(gè)時(shí)間副詞。對于時(shí)間副詞進(jìn)行分類區(qū)別就更大，陸儉明和馬真把時(shí)間副詞分為定時(shí)和不定時(shí)兩類，張亞軍認(rèn)為時(shí)間副詞即表時(shí)制，又表時(shí)體。 作為越南留學(xué)生，我在學(xué)習(xí)時(shí)間副詞時(shí)遇到很多困難，由于漢語水平的限制，我的研究沒有那么深入。我將時(shí)間副詞按已然、未然與進(jìn)行和持續(xù)三態(tài)進(jìn)行分類，列舉常用的漢語時(shí)間副詞和越南語這三態(tài)時(shí)間副詞使用時(shí)存在的差異。 本文在前人的基礎(chǔ)上，，用對比理論和中介理論對越南學(xué)生學(xué)習(xí)漢語時(shí)間副詞偏誤進(jìn)行分析，以此彌補(bǔ)這塊理論的不足，希望本研究對教科書和工具書的編寫具有參考價(jià)值。對時(shí)間副詞偏誤進(jìn)行研究，對于自身對漢語時(shí)間副詞的把握具有重要意義，并且對越南學(xué)生以后學(xué)習(xí)漢語具有指導(dǎo)意義。此外，本文的研究，對于越南語教學(xué)具有重要的實(shí)踐意義，通過本文的分析，可以很清晰的將時(shí)間副詞的難點(diǎn)以及應(yīng)付難點(diǎn)的方法和出現(xiàn)偏誤的原因闡述給越南漢語愛好者�？梢云鸬交y為易，化繁為簡的功能，讓越南學(xué)生很輕松的掌握時(shí)間副詞。 全文共五個(gè)部分： 第一部分：闡述研究緣起，研究內(nèi)容和研究意義以及研究的現(xiàn)狀； 第二部分：對已然態(tài)、未然態(tài)和進(jìn)行與持續(xù)態(tài)副詞的中越時(shí)間副詞進(jìn)行對比分析。已然態(tài)副詞就與thì,、剛（剛剛）與v a m i、已經(jīng)與-r i、曾經(jīng)與t ng、對比分析；未然態(tài)副詞就（就要）與s p、s和快（快要）與s p、s p s a對比分析；進(jìn)行與持續(xù)態(tài)副詞在（正在）與ang、永遠(yuǎn)與m i、m i m i和一直與m i su t對比分析，主要分析了三大類九小個(gè)時(shí)間副詞； 第三部分：分析越南學(xué)生對漢語時(shí)間副詞習(xí)得偏誤分析。首先分析偏誤出現(xiàn)的類型，緊接著分析偏誤出現(xiàn)的原因，其中原因分析又可分為對外因和內(nèi)因的分析； 第四部分：根據(jù)越南學(xué)生學(xué)習(xí)漢語時(shí)間副詞出現(xiàn)的偏誤及自己的學(xué)習(xí)經(jīng)驗(yàn)，提出對越南學(xué)生學(xué)好漢語副詞的建議； 第五部分：結(jié)論，對研究進(jìn)行總結(jié)，并提出展望。
[Abstract]:Temporal adverbs are a kind of words that Vietnamese students generally find difficult to master in the process of learning Chinese. There are many time adverbs in Chinese, and many of them have similar meanings, such as "will", "will", "will", "will" and so on, which are difficult to distinguish in the course of study. In addition, time adverbs are closely related to context, and the same time adverbs often have different meanings in different contexts. The adverb of time lies between abstract and concrete, does not take the human will as the transfer, feels misty nothingness. But, time changes, day and night alternates, the cold and summer change festival is what we can feel again. Chinese experts and scholars have great differences on the definition of Chinese temporal adverbs. Lu Jianming, Ma Zhenzheng (1985) listed 127 time adverbs for study, Zhang Yisheng (2000) listed 85 time adverbs for study, Ma Qing Zhan 2000) listed only 54 time adverbs. The classification of time adverbs is even greater. Lu Jianming and Ma Zhen divide time adverbs into two categories: timing and untiming. As a Vietnamese student, I encountered many difficulties in learning time adverbs. I classify time adverbs according to the three states of "already", "prelude" and "going" and "continuous", and enumerate the differences in the use of these three-state adverbs, which are commonly used in Chinese and Vietnamese. On the basis of predecessors, this paper analyzes Vietnamese students' errors in learning Chinese time adverbs by using contrast theory and intermediary theory, in order to make up for the deficiency of this theory. It is hoped that this study will have reference value for the compilation of textbooks and reference books. The study of time adverb bias is of great significance to the grasp of Chinese time adverb, and also to Vietnamese students to learn Chinese in the future. In addition, the study of this paper has important practical significance for Vietnamese language teaching. Through the analysis of this paper, the difficulties of time adverbs, the methods to deal with them and the reasons for errors can be clearly explained to Vietnamese Chinese lovers. Can play a difficult to easy, complex into simple function, so that Vietnamese students easy to master time adverbs. The full text consists of five parts: The first part: the origin of the research, research content and significance, and the status quo of the research; In the second part, the author makes a comparative analysis of the Chinese and Vietnamese time adverbs of the existing state, the prelude state and the persistent adverb. The adverb of "already" has been compared with "-r I" with "v a m i,", and has been compared with "t ng", while the adverb of "pre-existing" is (will) be compared with "s ps" and "quick" (soon) with p s a (s). This paper makes a comparative analysis of the adverbs in (being) and ang, always with Mi-mi and Mi su t, and mainly analyzes three categories and nine small time adverbs; Part three: the analysis of Vietnamese students' errors in the acquisition of Chinese time adverbs. First, it analyzes the types of errors, and then analyzes the causes of errors, which can be divided into external causes and internal causes. The fourth part: according to the errors of Vietnamese students in learning Chinese time adverbs and their own learning experience, some suggestions for Vietnamese students to learn Chinese adverbs well are put forward. The fifth part: the conclusion, carries on the summary to the research, and puts forward the prospect.
【學(xué)位授予單位】：廣西民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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