本文選題：泰國(guó)留學(xué)生 + 集合量詞��； 參考：《廣西師范大學(xué)》2013年碩士論文

【摘要】：集合量詞作為量詞的一個(gè)小類,是區(qū)別于個(gè)體量詞和度量衡量詞的。這也就決定了漢語(yǔ)集合量詞的教學(xué)不應(yīng)該跟個(gè)體量詞相混淆,在教學(xué)安排中也應(yīng)該有自己的特點(diǎn)。但由于教材安排集合量詞比較分散,學(xué)生學(xué)習(xí)集合量詞不成系統(tǒng),還有集合量詞教學(xué)也是對(duì)外漢語(yǔ)教學(xué)中留學(xué)生學(xué)習(xí)的難點(diǎn)之一。又由于集合量詞的數(shù)目不少,學(xué)習(xí)點(diǎn)也分散,且與名詞之間存在著復(fù)雜的搭配關(guān)系,成為了漢語(yǔ)學(xué)習(xí)者學(xué)習(xí)漢語(yǔ)過(guò)程中出現(xiàn)偏誤最多的詞類之一。現(xiàn)有對(duì)集合量詞的本體研究還不是很深入,得出的結(jié)論大多比較籠統(tǒng),且理論性、抽象性太強(qiáng),缺少針對(duì)集合量詞教學(xué)的有效的、科學(xué)的方法。 本文在借鑒前人研究成果的基礎(chǔ)上,以第二語(yǔ)言習(xí)得理論為指導(dǎo),采用對(duì)比分析、問(wèn)卷調(diào)查、語(yǔ)料庫(kù)數(shù)據(jù)統(tǒng)計(jì)等方法,從學(xué)生習(xí)得的角度出發(fā),根據(jù)學(xué)生習(xí)得的一些特點(diǎn)和規(guī)律,指導(dǎo)對(duì)外漢語(yǔ)教學(xué)。文中共分四章。 第一章為引言。主要介紹選題背景,研究目的和意義,研究方法。引言是論文的整體概貌的導(dǎo)論,論文研究的方法采用定量和定性分析方法。 第二章是對(duì)泰國(guó)留學(xué)生習(xí)得集合量詞輸出情況統(tǒng)計(jì)和分析,通過(guò)HSK語(yǔ)料庫(kù)語(yǔ)料和問(wèn)卷調(diào)查的統(tǒng)計(jì)和分析,得出一些泰國(guó)留學(xué)生習(xí)得集合量詞的規(guī)律和特點(diǎn)。 第三章對(duì)學(xué)生輸出集合量詞過(guò)程中產(chǎn)生的偏誤進(jìn)行歸納,總結(jié)學(xué)生習(xí)得集合量詞過(guò)程中產(chǎn)生的偏誤類型及偏誤原因分析。 第四章是對(duì)教學(xué)的建議。通過(guò)上面調(diào)查得出來(lái)的關(guān)于集合量詞的規(guī)律和特點(diǎn),從教與學(xué)兩個(gè)方面指導(dǎo)漢語(yǔ)集合量詞的教學(xué)。 本文在總結(jié)泰國(guó)留學(xué)生習(xí)得集合量詞的過(guò)程中,發(fā)現(xiàn)泰國(guó)留學(xué)生掌握集合量詞的情況不明朗。表現(xiàn)在泰國(guó)留學(xué)生在使用集合量詞時(shí)主要以名量搭配為主,很少使用“數(shù)+形+集合量詞+名”這個(gè)結(jié)構(gòu)以及集合量詞的重疊。在使用名量搭配時(shí),泰國(guó)留學(xué)生使用集合量詞與名詞搭配比較單一,多跟表人的名詞搭配。這是泰國(guó)留學(xué)生習(xí)得集合量詞時(shí)表現(xiàn)出來(lái)的特性。 本文對(duì)集合量詞的研究尚淺,對(duì)“數(shù)+形+量+名”這個(gè)結(jié)構(gòu)以及集合量詞的重疊研究還不深入,這是本文研究的不足。本人若有機(jī)會(huì),會(huì)繼續(xù)深入研究。
[Abstract]:As a subclass of classifiers, collective quantifiers are different from individual classifiers and metrological words. Therefore, the teaching of Chinese collective classifiers should not be confused with individual classifiers, and it should have its own characteristics in teaching arrangement. However, due to the dispersion of aggregate classifiers in teaching materials, the students' learning of collective classifiers is not systematic, and the teaching of collective classifiers is also one of the difficulties for foreign students in the teaching of Chinese as a foreign language (TCFL). Due to the large number of aggregate quantifiers, the scattered learning points and the complex collocation with nouns, they have become one of the most biased parts of speech in the process of learning Chinese by Chinese learners. The existing research on the ontology of aggregate quantifiers is not very deep, and the conclusions obtained are mostly general, theoretical, abstract, and lack of effective and scientific methods for collective quantifiers teaching. Based on the previous research results, this paper, guided by the theory of second language acquisition, adopts the methods of contrastive analysis, questionnaire investigation, corpus statistics, and so on, from the point of view of students' acquisition. According to the characteristics and rules of students' acquisition, guide the teaching of Chinese as a foreign language. The paper is divided into four chapters. The first chapter is the introduction. This paper mainly introduces the background, research purpose and significance, research methods. The introduction is an introduction to the overall overview of the paper. The methods of quantitative and qualitative analysis are used in the research. The second chapter is about the statistics and analysis of the acquisition of collective quantifiers by Thai students. Through the statistics and analysis of the HSK corpus and questionnaire survey, the rules and characteristics of the acquisition of collective quantifiers by some Thai students are obtained. The third chapter sums up the errors in the process of students' output aggregate quantifiers and summarizes the types and causes of errors in the process of students' acquisition of collective quantifiers. The fourth chapter is the teaching suggestion. Through the above investigation on the rules and characteristics of collective quantifiers, teaching and learning to guide the teaching of Chinese collective quantifiers. In the course of summing up the acquisition of collective quantifiers by Thai students, this paper finds that the situation of Thai students mastering collective quantifiers is not clear. This is reflected in the fact that when using aggregate quantifiers, Thai students mainly use nominal-quantity collocations, and seldom use the structure of "numeral-shaped aggregate quantifier names" and the overlap of collective quantifiers. In the use of nominal collocation, Thai students use aggregate quantifiers and nouns collocation is single, followed by the noun collocation. This is a characteristic of the acquisition of collective quantifiers by Thai students. In this paper, the study of aggregate quantifiers is shallow, but the research on the structure of "numeral-form quantifier" and the overlapping of set quantifiers is not deep, which is the deficiency of this paper. If I have the opportunity, I will continue to study in depth.
【學(xué)位授予單位】：廣西師范大學(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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本文編號(hào)：1986180