本文選題：蒙古學(xué)生 + 漢語介詞��； 參考：《復(fù)旦大學(xué)》2013年碩士論文

【摘要】：漢語的詞沒有形態(tài)變化,一般用虛詞表示語法功能。介詞是漢語虛詞的一個類。介詞在漢語教學(xué)中占據(jù)非常重要的地位,漢語介詞的數(shù)目不多,但是使用頻率比較高,而且漢語介詞在句子中的意義、作用、用法等方面比較復(fù)雜。正確地掌握介詞更是他們學(xué)習(xí)漢語的時候遇到的最大的難題之一。對于蒙古國漢語學(xué)習(xí)者來說,蒙漢兩種語言系屬不同,在蒙古語當(dāng)中完全沒有介詞這樣的詞類。在蒙古語當(dāng)中漢語介詞可以用蒙古語格、后置詞或助動詞來表示。而兩者往往不是簡單的一對一的關(guān)系,所以蒙古學(xué)生學(xué)習(xí)漢語介詞的時候,經(jīng)常出現(xiàn)介詞使用錯誤。目前針對蒙古學(xué)生介詞習(xí)得的研究比較少。本文主要討論蒙古學(xué)生介詞習(xí)得情況及分析蒙古學(xué)生介詞習(xí)得的偏誤類型及偏誤原因,從而為對蒙古學(xué)生的漢語介詞教學(xué)提出一些可供參考的建議。方法是以實地蒙古學(xué)生漢語介詞偏誤調(diào)查為根據(jù),以語義為中心,以語法為考察項,進行蒙漢語言對比,并在此基礎(chǔ)上分析蒙古國漢語學(xué)習(xí)者介詞習(xí)得偏誤。本研究所調(diào)查的介詞一共47個,其中選取偏誤率比較高的12個介詞進行考察分析�？疾彀l(fā)現(xiàn)介詞偏誤比較突出的主要有以下四種類型：介詞混用；介詞缺失；介詞冗余；介詞錯位。介詞偏誤的主要原因是母語負(fù)遷移的影響、介詞本身的難度,并且這和教學(xué)和教材的原因是分不開的。針對這些偏誤,我們提出了一些教學(xué)對策：重視漢語介詞的教學(xué),尤其是重點、詳細、具體地講解同類介詞的用法和異同；有針對性地加強介詞與相關(guān)成分的語序的講解與操練,尤其是與蒙古語有差異的部分；加強蒙古語和漢語語法對比研究；要盡快解決針對蒙古國漢語學(xué)習(xí)者的專門教材建設(shè)問題。
[Abstract]:There is no morphological change in Chinese words, and function words are generally used to express grammatical functions. Prepositions are a class of Chinese function words. Prepositions play a very important role in Chinese teaching. The number of prepositions in Chinese is small, but the frequency of prepositions is high, and the meaning, function and usage of prepositions in sentences are complicated. To master prepositions correctly is one of the biggest problems they encounter when learning Chinese. For Mongolian Chinese learners, Mongolian and Chinese belong to different languages, and there are no prepositions in Mongolian. In Mongolian, Chinese prepositions can be expressed as Mongolian cases, postpositions or auxiliary verbs. Therefore, Mongolian students often make mistakes in the use of prepositions when learning Chinese prepositions. At present, there are few researches on Mongolian students' preposition acquisition. This paper mainly discusses the acquisition of prepositions by Mongolian students and analyzes the types and causes of errors in the acquisition of prepositions by Mongolian students so as to provide some suggestions for the teaching of Chinese prepositions in Mongolian students. The method is based on the investigation of Chinese preposition errors of Mongolian students in the field, taking semantics as the center and grammar as the inspection items, and then analyzing the errors in the acquisition of prepositions by Mongolian Chinese learners. In this study, 47 prepositions were investigated, among which 12 prepositions with high error rate were selected for investigation and analysis. The main types of preposition errors are as follows: preposition mixing; preposition deletion; preposition redundancy; preposition dislocation. The main reason of preposition error is the influence of negative transfer of mother tongue, the difficulty of preposition itself, and the reason of teaching and teaching material. In view of these errors, we put forward some teaching countermeasures: pay attention to the teaching of Chinese prepositions, especially focus, explain the usage and similarities and differences of similar prepositions in detail; To strengthen the explanation and practice of the word order of prepositions and related components, especially the parts which are different from Mongolian, to strengthen the contrastive study of Mongolian and Chinese grammar; The construction of special textbooks for Mongolian Chinese learners should be solved as soon as possible.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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本文編號：2049261