【摘要】：在對外漢語教學中，如何讓留學生很好地學習漢語虛詞“了”一直都是讓教師頭疼的事情，因為“了”是留學生學習的一大難題�！傲恕痹跐h語中的用法相當?shù)膹碗s，，用好“了”也是相當不容易的，這也就確立了它在對外漢語教學中老大難的地位。在漢語本體研究中有關“了”的分類、語法意義、句法功能等諸多問題的研究一直備受矚目，雖然“了”的研究已經(jīng)有很多年的歷史，關于“了”的研究也包含了多個角度，多個方位，在過去這些年也有一些顯著的成果，但是真正具備突破意義的卻很少，甚至到現(xiàn)在關于何時使用“了”這個問題還在困擾著我們。由于可以產(chǎn)生“了”的偏誤的句子類型太多，又沒有合適的條件可以將這些句子劃分歸類，所以就顯得比較混亂，老師教起來費勁，學生學起來吃力。所以研究總結(jié)“了”的偏誤類型，針對偏誤類型提出教學策略是很有必要的。 在對外漢語教學研究中，針對母語是韓語、日語、英語這三個語種的研究比較多，針對俄語的研究相對要少一些。關于“了”的偏誤研究，針對母語是俄語的留學生比母語是韓、日、英這三個語種的留學生也要少許多，這就使對俄羅斯留學生“了”的教學少了許多參考資料和文獻，俄羅斯留學生學好“了”可能就要比母語是韓、日、英這三個語種的留學生困難。隨著學習漢語的俄羅斯留學生數(shù)量的不斷增多，我們也越來越需要有關俄羅斯留學生習得“了”的偏誤研究文獻。 本文在俄羅斯留學生的幫助下完成調(diào)查問卷的收集，首先以調(diào)查問卷為基礎總結(jié)俄羅斯留學生在使用“了”時產(chǎn)生的偏誤類型，包括“了”的誤加與遺漏，“了”的錯序問題，以及在一些固定句式中“了”的使用問題等等，然后歸納問卷中以及各個例句產(chǎn)生偏誤的原因，最后根據(jù)這些類型和原因提出了注重漢俄語際對比教學、注重以交際為目的的語境教學、加強語義教學及語感的培養(yǎng)、注重各種課堂教學形式的結(jié)合與應用等四條建議和策略，希望能對俄羅斯留學生“了”的教學起到一定的幫助作用，減少俄羅斯學生使用“了”的偏誤。
[Abstract]:In the teaching of Chinese as a foreign language, how to make foreign students learn Chinese function words "has" is always a headache for teachers, because "has" is a big problem for foreign students to learn. The usage of "er" in Chinese is quite complicated, and it is not easy to use it well, which establishes its position in teaching Chinese as a foreign language. The research on the classification, grammatical meaning, syntactic function and so on of the Chinese Noumenon has been attracting much attention. Although the study of "er" has a history of many years, the study of "er" also includes many angles. In many directions, there have been some remarkable achievements in the past few years, but few of them really have breakthrough significance. Even now, the question of when to use "has" is still puzzling us. Because there are too many types of sentences which can produce "errors" and there are no suitable conditions to classify these sentences, they appear to be rather confused. The teacher is struggling to teach and the students are struggling to learn them. So it is necessary to summarize the types of errors and put forward teaching strategies for the types of errors. In the study of teaching Chinese as a foreign language, there are more researches on Korean, Japanese and English, and less on Russian. With regard to the bias study of "already", the number of foreign students whose mother tongue is Russian is much smaller than that of their mother tongue, South Korea, Japan, and English. This has resulted in a lot of references and documents missing in the teaching of Russian students. It may be more difficult for Russian students to learn well than students whose mother tongue is Korean, Japanese and English. With the increasing number of Russian students studying Chinese, we also need more and more research papers on Russian students' acquisition of "has". This paper, with the help of the Russian students, completes the collection of the questionnaire. Firstly, based on the questionnaire, the author summarizes the types of errors that occur when the Russian students use the word "has", including the wrong addition and omission of the "yes", the problem of the wrong order of the "yes". And the use of "er" in some fixed sentence patterns, and so on, then summarizes the causes of errors in the questionnaire and each example sentence, and finally puts forward the emphasis on the Chinese-Russian contrast teaching according to these types and reasons. Pay attention to the communicative context teaching, strengthen the semantic teaching and the cultivation of language sense, pay attention to the combination and application of various classroom teaching forms, and pay attention to four suggestions and strategies. It is hoped that it can help the teaching of Russian students and reduce the bias of using it.
【學位授予單位】：遼寧大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.4

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