【摘要】：筆者2012年10月至2012年11月從事對外漢語的實踐工作,所接觸的留學(xué)生皆為中亞留學(xué)生。在漢語教學(xué)過程中,筆者對他們的漢語學(xué)習(xí)產(chǎn)生了興趣。因此,筆者在翻閱大量補語研究成果和補語在對外漢語教學(xué)過程中的研究成果后,結(jié)合自己的教學(xué)實踐,通過課堂教學(xué)情況反饋,對學(xué)生作業(yè)的檢查和日�？谡Z交流等方式,搜集中亞留學(xué)生在補語方面的偏誤情況,并做出歸納總結(jié),并提出相應(yīng)的教學(xué)對策 補語作為最能體現(xiàn)現(xiàn)代漢語特點的語法之一,具有靈活性,復(fù)雜性,多樣性的特點�，F(xiàn)代漢語補語特有的語法存在方式,使其一直成為對外漢語教學(xué)的重點、難點,留學(xué)生在漢語學(xué)習(xí)中的補語使用偏誤情況,不容樂觀。目前,對外漢語補語教學(xué),同樣存在著諸多方面的不利因素,這要求對外漢語教師,對中亞留學(xué)生的補語偏誤使用情況,要做到足夠的重視。 從研究目的、意義來看,一是找出偏誤的原因所在,對中亞留學(xué)生的漢語使用情況尤其是補語的偏誤情況,做一個整體的,系統(tǒng)性的把握。二、基于分析出的中亞留學(xué)生漢語使用的情況,對教學(xué)內(nèi)容做出有針對性的修改,并完善教學(xué)計劃和教學(xué)方式,完善教材內(nèi)容,從而提高教學(xué)效率和教學(xué)質(zhì)量。本文擬以二語習(xí)得理論、中介語理論、偏誤分析理論為基礎(chǔ),從結(jié)果補語、程度補語、數(shù)量補語、趨向補語四個方面出發(fā),并結(jié)合學(xué)生自身、教學(xué)模式、教材內(nèi)容方面的原因,對中亞留學(xué)生的補語使用偏誤情況,做一個深入的分析,并從中探尋出發(fā)生偏誤的深層次的原因,從內(nèi)在本質(zhì)規(guī)律上把握這一現(xiàn)象,用聯(lián)系的,發(fā)展的的眼光去研究這一問題,并運用到實際教學(xué)之中,從而提高教學(xué)效率,改進教學(xué)質(zhì)量。
[Abstract]:From October 2012 to November 2012, the author engaged in the practice of Chinese as a foreign language. In the process of Chinese teaching, the author is interested in their Chinese learning. Therefore, after reading a large number of research achievements on complement and complement in the process of teaching Chinese as a foreign language, combining with my own teaching practice, the author feedback the classroom teaching situation, check the students' homework and communicate with each other in oral English, and so on. This paper collects the errors in complement of the students of Central Asia and summarizes them and puts forward the corresponding teaching countermeasures. As one of the grammar which can best reflect the characteristics of modern Chinese complement has the characteristics of flexibility complexity and diversity. Because of the unique grammatical existence of complement in modern Chinese, it has always been the focus and difficulty of teaching Chinese as a foreign language, and the errors in the use of complement in the study of Chinese by foreign students are not optimistic. At present, there are many unfavorable factors in the teaching of complement as a foreign language, which requires teachers of Chinese as a foreign language to pay enough attention to the use of complement errors of the foreign students in Central Asia. From the point of view of the purpose of the research, the first is to find out the causes of the errors, and to make a systematic grasp of the use of Chinese, especially the errors of complement, among the students from Central Asia. Second, based on the analysis of the situation of the use of Chinese by the students from Central Asia, we should modify the teaching contents, improve the teaching plan and teaching methods, and perfect the teaching materials so as to improve the teaching efficiency and teaching quality. Based on the theory of second language acquisition, the theory of interlanguage and the theory of error analysis, this paper starts from four aspects: resultant complement, degree complement, quantitative complement and trend complement, and combines the reasons of students themselves, teaching model and teaching material content. This paper makes an in-depth analysis of the errors in the use of complements by the students of Central Asia, and explores the deep-seated causes of the errors, so as to grasp this phenomenon from the inherent essential law, and to study the problem from the perspective of connection and development. And applied to the actual teaching, so as to improve the efficiency of teaching and improve the quality of teaching.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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