【摘要】：量詞是漢藏語(yǔ)系的特點(diǎn)之一,它在漢語(yǔ)中占著很重要的地位。但也正是由于漢語(yǔ)的這一特點(diǎn),漢語(yǔ)量詞的學(xué)習(xí)成為留學(xué)生漢語(yǔ)學(xué)習(xí)中的一個(gè)重難點(diǎn)。為了摸清留學(xué)生量詞學(xué)習(xí)的現(xiàn)狀,更加深入地了解他們?cè)诹吭~學(xué)習(xí)過(guò)程中的實(shí)際困難,我們必須找出其出錯(cuò)的根源,才能對(duì)癥下藥,幫助留學(xué)生更好地掌握漢語(yǔ)中量詞的正確用法。于是,對(duì)漢語(yǔ)量詞進(jìn)行相關(guān)的偏誤分析,就顯得尤為必要。因此,我們以HSK漢語(yǔ)水平考試的寫作試題為語(yǔ)料來(lái)源,對(duì)留學(xué)生的量詞使用進(jìn)行了偏誤分析。 論文共分五大部分：緒論部分介紹了本研究的研究意義、研究現(xiàn)狀和研究方法,我們以《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》中的甲級(jí)量詞和HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)為基礎(chǔ),對(duì)《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》中的52個(gè)甲級(jí)量詞的所有偏誤句子進(jìn)行了統(tǒng)計(jì),并在此基礎(chǔ)上將偏誤進(jìn)行了分類總結(jié),主要分為多用量詞、缺少量詞和誤用量詞三大類,其中誤用量詞是最主要的偏誤類型。進(jìn)而我們找出留學(xué)生在漢語(yǔ)量詞使用上產(chǎn)生偏誤的原因,從母語(yǔ)的負(fù)遷移、目的語(yǔ)的負(fù)遷移,以及學(xué)習(xí)策略和交際策略的影響等角度挖掘錯(cuò)誤的根源,并結(jié)合不同國(guó)籍留學(xué)生的不同母語(yǔ)背景進(jìn)行分析,以求找到有針對(duì)性的糾正偏誤的方法。最后,我們提出了一些對(duì)外漢語(yǔ)教學(xué)中量詞的教學(xué)方法,提出不僅要在漢語(yǔ)本體研究方面做出努力,加強(qiáng)漢語(yǔ)量詞辨析,還要突出對(duì)外漢語(yǔ)量詞不同階段的特點(diǎn),提高教學(xué)的針對(duì)性,在教學(xué)方式方面多做努力和嘗試,適當(dāng)介紹漢語(yǔ)量詞背后的文化內(nèi)涵,以求幫助學(xué)生更好地理解,同時(shí)還要加強(qiáng)漢外量詞的對(duì)比,提高教學(xué)的效率。
[Abstract]:Quantifier is one of the characteristics of Chinese-Tibetan language family, it occupies a very important position in Chinese. However, it is precisely because of this characteristic of Chinese that the study of Chinese quantifiers has become an important and difficult point in the study of Chinese for foreign students. In order to find out the current situation of foreign students' classifier learning and to understand their practical difficulties in the process of classifier learning, we must find out the root cause of their mistakes in order to get the right remedy. To help foreign students better grasp the correct use of quantifiers in Chinese. Therefore, it is necessary to analyze the errors of Chinese quantifiers. Therefore, taking the writing questions of HSK Chinese proficiency Test as the source of the corpus, we make an error analysis on the use of classifiers for foreign students. The thesis is divided into five parts: the introduction introduces the research significance, research status and research methods. We base on the first class quantifiers and HSK dynamic composition corpus in the outline of Chinese level Vocabulary and Chinese characters. This paper makes statistics on all the errors of 52 A-level quantifiers in the outline of Chinese level Vocabulary and Chinese characters, and on this basis classifies the errors into three categories: multipurpose classifiers, missing classifiers and misusing classifiers. The misuse of quantifiers is the most important type of errors. Then we find out the causes of errors in the use of Chinese classifiers, and explore the root causes of errors from the perspectives of negative transfer of the mother tongue, negative transfer of the target language, and the influence of learning strategies and communication strategies. Combining with the different native language background of foreign students of different nationalities, the author tries to find out the methods of correcting errors. Finally, we put forward some teaching methods of classifiers in teaching Chinese as a foreign language, and put forward that we should not only make efforts in the study of Chinese ontology, but also highlight the characteristics of different stages of classifiers in Chinese as a foreign language. Improve the pertinence of teaching, make more effort and try in teaching method, introduce the cultural connotation behind Chinese classifier appropriately, in order to help students understand better, at the same time, strengthen the contrast between Chinese and foreign classifiers, improve the efficiency of teaching.
【學(xué)位授予單位】：揚(yáng)州大學(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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