本文選題：越南 + 漢語��； 參考：《天津師范大學》2013年碩士論文

【摘要】：補語對留學生來說是學習漢語的難點之一。在以往的研究中,學者多關(guān)注于趨向補語、結(jié)果補語等,認為這些是留學生學習的難點和重點,對留學生學習程度補語的偏誤研究相對較少。目前可見到的有關(guān)留學生習得漢語程度補語的研究,也以英語為母語的留學生為主要對象。但我在學習和研究中發(fā)現(xiàn),對一些越南學生,特別是初中級漢語水平的越南學生,習得漢語程度補語時偏誤率極高。為什么會出現(xiàn)這一現(xiàn)象呢?這一現(xiàn)象是否對越南學生具有普遍性呢?帶著這一問題,我查找了一些資料,并在這一基礎上編制了問卷,對100余名漢語初中級水平的越南學生進行了有關(guān)程度補語的問卷調(diào)查。 問卷調(diào)查的結(jié)果使我認識到有必要對越南學生習得程度補語的偏誤進行有針對性的研究分析。于是我在總結(jié)歸納問卷數(shù)據(jù)信息的基礎上,對漢語初中級水平越南學生習得漢語程度補語的偏誤進行概括歸類,發(fā)現(xiàn)學生的偏誤類型主要包括多余、遺漏、替代、回避、錯序和誤用等六種。進一步挖掘越南學生出現(xiàn)這些偏誤的原因,發(fā)現(xiàn)主要問題出現(xiàn)在教材內(nèi)容設置、學生母語(越南語)負遷移、漢語知識負遷移、學習策略和交際策略的影響、學習環(huán)境的影響等方面。在此基礎上,我根據(jù)自己學習的漢語教學理論及個人的教學實踐提出了解決這些問題的一些教學對策,如合理安排教學順序、利用漢越語言對比分析和偏誤分析、加強針對性練習等。以期為今后對越漢語程度補語教學和對越漢語初中級教材中相關(guān)內(nèi)容的編寫提供參考。
[Abstract]:Complement is one of the difficulties in learning Chinese for foreign students. In previous studies, scholars have paid more attention to directional complement and resultant complement, which are the difficulties and key points of foreign students' study, and the study of foreign students' degree of complement errors is relatively few. The current research on the acquisition of Chinese degree complements by foreign students also focuses on native English learners. However, in my study and research, I found that some Vietnamese students, especially those at the junior and middle levels of Chinese, have a high error rate in the acquisition of Chinese degree complement. Why is this happening? Is this a common phenomenon for Vietnamese students? With this question in mind I looked up some data and compiled a questionnaire on the basis of which more than 100 Vietnamese students at the initial and middle levels of Chinese were investigated with regard to the degree of complement. The results of the questionnaire make me realize that it is necessary to study and analyze the errors of Vietnamese students' learning degree complement. Therefore, on the basis of summarizing the questionnaire data information, I generalized and classified the errors in the acquisition of Chinese degree complement by Vietnamese students at the initial and middle levels of Chinese, and found that the types of errors of the students mainly include superfluous, omission, substitution, avoidance, etc. There are six kinds of wrong order and misuse. Further exploring the causes of these errors in Vietnamese students, we find that the main problems are the contents of teaching materials, the negative transfer of students' mother tongue (Vietnamese), the negative transfer of knowledge of Chinese, the influence of learning strategies and communication strategies. The influence of learning environment and so on. On this basis, according to my Chinese teaching theory and personal teaching practice, I put forward some teaching countermeasures to solve these problems, such as reasonable arrangement of teaching order, comparative analysis of Sino-Vietnamese language and error analysis. Strengthen the pertinence practice and so on. In order to provide a reference for the teaching of complementary language of Vietnamese level and the compilation of relevant contents in the junior and middle level textbooks of Vietnamese Chinese in the future.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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本文編號：1985009