發(fā)布時(shí)間：2018-03-18 10:08

  本文選題：概數(shù)詞　切入點(diǎn)：偏誤　出處：《中央民族大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著社會(huì)的發(fā)展,單純的數(shù)字已經(jīng)不能滿足人類表達(dá)數(shù)量的需要,于是概數(shù)詞應(yīng)運(yùn)而生。概數(shù)詞反映了中華民族含蓄內(nèi)斂的文化性格,但對(duì)美國(guó)學(xué)生而言變成了學(xué)習(xí)的難點(diǎn),很多美國(guó)學(xué)生在使用概數(shù)詞時(shí)出現(xiàn)了大量的偏誤。目前概數(shù)詞的研究主要集中在本體領(lǐng)域,對(duì)外漢語(yǔ)方面的研究較少,分國(guó)別研究更是鳳毛麟角,這就不能為面對(duì)美國(guó)學(xué)生的對(duì)外漢語(yǔ)教師和學(xué)習(xí)概數(shù)詞的美國(guó)學(xué)生提供理論支持,因此筆者首先分析現(xiàn)代漢語(yǔ)常用的概數(shù)詞。通過(guò)漢英概數(shù)表達(dá)方式的對(duì)比,分出漢語(yǔ)概數(shù)詞的難度等級(jí)。為了更好地檢測(cè)美國(guó)學(xué)生在習(xí)得概數(shù)詞時(shí)出現(xiàn)的偏誤,筆者采用調(diào)查問(wèn)卷的方法來(lái)檢測(cè)美國(guó)學(xué)生習(xí)得概數(shù)詞出現(xiàn)的偏誤種類。分析出現(xiàn)偏誤的原因,有針對(duì)性地為對(duì)外漢語(yǔ)教師提供一些教學(xué)建議。本文分為四個(gè)部分。第一個(gè)部分是前言,主要介紹了本文的研究緣由、研究現(xiàn)狀和綜述、前人研究出現(xiàn)的問(wèn)題以及研究方法。第二個(gè)部分研究現(xiàn)代漢語(yǔ)常用概數(shù)詞。本文研究母語(yǔ)為非漢語(yǔ)的美國(guó)學(xué)生習(xí)得漢語(yǔ)概數(shù)詞的情況,需要根據(jù)對(duì)外漢語(yǔ)教學(xué)需要的難易程度和常用程度選擇漢語(yǔ)表達(dá)概數(shù)的詞。以美國(guó)學(xué)生使用漢語(yǔ)常見(jiàn)概數(shù)詞的表現(xiàn)為標(biāo)準(zhǔn)確定漢語(yǔ)概數(shù)表達(dá)方式的種類和數(shù)量,在現(xiàn)代漢語(yǔ)的范圍內(nèi)研究這些漢語(yǔ)概數(shù)詞的句法、語(yǔ)義和語(yǔ)用特征。第三個(gè)部分是漢外對(duì)比研究。根據(jù)對(duì)比分析理論分出漢語(yǔ)概數(shù)詞難度等級(jí),預(yù)測(cè)漢語(yǔ)概數(shù)詞習(xí)得難點(diǎn)。為了更好地研究美國(guó)學(xué)生習(xí)得漢語(yǔ)概數(shù)詞出現(xiàn)的偏誤,筆者根據(jù)總結(jié)出的漢語(yǔ)概數(shù)詞的句法、語(yǔ)義和語(yǔ)用特征設(shè)計(jì)調(diào)查問(wèn)卷,從而研究分析美國(guó)學(xué)生習(xí)得概數(shù)詞出現(xiàn)的偏誤類型及其原因。最后針對(duì)美國(guó)學(xué)生習(xí)得漢語(yǔ)概數(shù)詞的特點(diǎn),為對(duì)外漢語(yǔ)教師提供一些教學(xué)策略。第四個(gè)部分是結(jié)語(yǔ)�？偨Y(jié)美國(guó)學(xué)生出現(xiàn)的偏誤類型,包括錯(cuò)序、雜糅和誤用三種類型。根據(jù)偏誤類型分析偏誤產(chǎn)生的原因,分別是母語(yǔ)負(fù)遷移、目的語(yǔ)知識(shí)負(fù)遷移、學(xué)習(xí)策略交際策略的影響、學(xué)習(xí)環(huán)境的影響和文化因素的影響。為教師和學(xué)生提供教學(xué)策略和學(xué)習(xí)策略。
[Abstract]:With the development of society, the simple number can no longer meet the need of human expression, so the estimate has come into being. The estimate reflects the implicit cultural character of the Chinese nation, but for American students, it has become a difficult point in learning. Many American students have a large number of errors in the use of approximate words. At present, the study of approximate words is mainly concentrated in the field of ontology, while the study of Chinese as a foreign language is less, and the study of different countries is even rarer. This cannot provide theoretical support for American students' teachers of Chinese as a foreign language and for American students who are learning approximate words. Therefore, the author first analyzes the commonly used approximate words in modern Chinese. In order to better detect the errors in the acquisition of approximate words by American students, The author uses the questionnaire to detect the types of errors that occur in the acquisition of general words by American students, and analyzes the reasons for the errors. This paper is divided into four parts. The first part is the preface, which mainly introduces the research reason, the present situation and the summary of this paper. In the second part, we study the commonly used approximate words in modern Chinese. This paper studies the acquisition of Chinese approximate words by American students whose mother tongue is non-Chinese. According to the degree of difficulty and the degree of common use of teaching Chinese as a foreign language, we need to select the words that express the approximate number in Chinese. According to the expression of the common approximate words in Chinese used by American students, we should determine the types and quantities of the expressions of approximate numbers in Chinese. In the scope of modern Chinese, the syntactic, semantic and pragmatic characteristics of these Chinese approximate words are studied. The third part is a contrastive study of Chinese and foreign languages. According to the theory of contrastive analysis, the degree of difficulty of Chinese approximate words is classified. In order to better study the errors in the acquisition of Chinese approximate words by American students, the author designs a questionnaire according to the syntactic, semantic and pragmatic features of the Chinese approximate words. This paper analyzes the types and causes of errors in the acquisition of approximate words by American students. Finally, it aims at the characteristics of the acquisition of approximate words in Chinese by American students. To provide some teaching strategies for TCFL teachers. The fourth part is the conclusion. It summarizes the types of errors that appear in American students, including misorder, hybridity and misuse. According to the types of errors, the causes of errors are analyzed. They are the negative transfer of mother tongue, the negative transfer of target language knowledge, the influence of learning strategies and communicative strategies, the influence of learning environment and the influence of cultural factors, which provide teachers and students with teaching strategies and learning strategies.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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本文編號(hào)：1629110