發(fā)布時間：2018-06-01 03:16

  本文選題：越南留學(xué)生 + 對于��； 參考：《湖南師范大學(xué)》2013年碩士論文

【摘要】：本論文的寫作目的在于了解介詞“對于”在越南留學(xué)生當(dāng)中的使用情況,為我國的對越漢語教學(xué)提供一點探索和思考。本論文主要采用理論和實踐相結(jié)合的方法,既包含中越兩國學(xué)者對于這個問題的闡述,同時也包含對越南留學(xué)生在使用介詞“對于”的問卷調(diào)查,力求得出科學(xué)的研究成果。 通過對越南留學(xué)生在使用這個詞時的偏誤情況考察,我們發(fā)現(xiàn)越南留學(xué)生在使用介詞“對于”時主要存在四種偏誤：成分殘缺、成分贅余、語序不當(dāng)以及詞語混用。根據(jù)這些偏誤出現(xiàn)的原因,提出了三點建議。這些原因中,一是漢語教材某些地方編寫得不夠合理,在對這幾個介詞的解釋上沒有做到讓越南留學(xué)生完全理解；二是對外漢語教師在講解這幾個介詞時沒有完全講透徹,學(xué)生沒有完全弄懂；三是越南留學(xué)生受母語負遷移的影響,在中文表達上很容易出現(xiàn)各種偏誤。這些建議分別從對外漢語教材的編寫、對外漢語教師以及越南留學(xué)生自身三方面提出,即對外漢語教材和對外漢語工具書的編寫應(yīng)該做到更加合理,更加符合越南留學(xué)生學(xué)習(xí)漢語的習(xí)慣,使他們較容易區(qū)分這幾個介詞；對外漢語教師在講解“對于”這個介詞時,不能僅僅按照書本上的意思講,必須要把它和其他意義相近的虛詞放在一起比較,這樣講解才可能取得更明顯的教學(xué)效果；作為越南留學(xué)生自己,應(yīng)該要多多熟悉漢語的表達方式,了解中國的歷史、傳統(tǒng)文化和風(fēng)俗習(xí)慣,多閱讀中文期刊、報紙和雜志,增強漢語語感。 本論文的創(chuàng)新體現(xiàn)在既有充分的理論闡述,又有現(xiàn)實的問卷調(diào)查作為支持,做到了理論與實踐相結(jié)合；還體現(xiàn)在只針對越南留學(xué)生使用介詞“對于”的偏誤情況進行調(diào)查,突出了調(diào)查的針對性。
[Abstract]:The purpose of this thesis is to understand the usage of the preposition "for" Vietnamese students, and to provide a little exploration and reflection for the teaching of Vietnamese Chinese in our country. This thesis mainly adopts the method of combining theory with practice, which includes not only the elaboration of this problem by Chinese and Vietnamese scholars, but also the questionnaire survey of Vietnamese students using the preposition "Shi", in order to obtain scientific research results. Through the investigation of the errors in the use of this word by Vietnamese students, we find that there are four main errors in the use of the preposition "to" by Vietnamese students: incomplete components, redundant components, improper word order and mixed use of words. According to the causes of these errors, three suggestions are put forward. Among these reasons, one is that the Chinese textbooks are not properly compiled in some places, and the interpretation of these prepositions has not been fully understood by Vietnamese students; the other is that the teachers of Chinese as a foreign language have not fully explained these prepositions. Third, the Vietnamese students are influenced by the negative transfer of their mother tongue, so they are prone to various errors in Chinese expression. These suggestions are put forward from three aspects: the compilation of textbooks for Chinese as a foreign language, the teachers of Chinese as a foreign language and the Vietnamese students themselves, that is, the compilation of textbooks and reference books for Chinese as a foreign language should be made more reasonable. It is more in line with Vietnamese students' habit of learning Chinese, making it easier for them to distinguish these prepositions. When teachers of Chinese as a foreign language explain the preposition "as to", they cannot just say it according to the meaning of the book. We must compare it with other functional words of similar significance, so that the explanation can achieve more obvious teaching results. As Vietnamese students themselves, they should be more familiar with the expression of Chinese and understand the history of China. Traditional culture and customs, read more Chinese periodicals, newspapers and magazines, enhance the sense of Chinese language. The innovation of this paper is reflected in the full theoretical exposition and the practical questionnaire survey, which combines theory with practice, and only investigates the bias of Vietnamese students using the preposition "toward". It highlights the pertinence of the investigation.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

【參考文獻】

相關(guān)期刊論文 前2條

1 鄧成忠;漢語和越南語的三稱差別[J];柳州職業(yè)技術(shù)學(xué)院學(xué)報;2004年02期

2 劉金雨;;介詞“對”和“對于”的異同[J];語文學(xué)刊;2008年17期

，

本文編號：1962647