对外汉语教学中的名量词研究

发布时间：2018-03-03 03:22

本文选题：对外汉语　切入点：名量词　出处：《山东师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：在汉藏语言体系中，量词是其重要语言特征之一，，尤其在现代汉语中处于重要地位。而在量词各类别中，以产生时间最早、数量繁多和用法最复杂为特点的名量词，因其最能够体现现代汉语量词的特征，在现代汉语中处于重中之重的地位。因此，名量词自然就成为对外汉语教学领域中的重要内容，对外汉语教学活动中各参与主体对其也是越来越予以高度关注。在对外汉语教学实践中，第二语言学习者普遍反映量词难学，名量词尤其难学，同时在使用量词，特别是名量词进行语言交流中，总是不得其要领，量词尤其名量词业已成为第二语言学习者汉语学习中的一个障碍。对于母语中只有度量衡量词的欧美学生而言，名量词的出现经常使他们感到迷惑不解。对于母语中也有量词的韩、日、泰学生而言，因其母语中的量词与汉语量词差别很大，在面对数量繁多和用法复杂的汉语名量词也还是无法运用自如。因而，第二语言学习者的运用汉语进行日常交流时，出现大量不同类型的名量词偏误也就成为普遍现象。同时，由于学界现阶段在对外汉语教学中名量词的相关基础研究方面相对较为薄弱，许多从事对外汉语教学工作的教师暂时无法对第二语言学习者遇到的问题给予科学合理的解释与指导，第二语言学习者学习汉语名量词的困惑也随之增多，学习负担也随之加重。因此给对外汉语教学活动带来许多不利影响，阻碍了汉语的推广。为提高对外汉语教学水平，促进其发展，一段时间以来，学界针对汉语名量词教学的难点开展了多层次的调查与研究活动，从不同的视角提出自己对名量词教学的意见和建议，这些研究成果给对外汉语教师在第二语言教学中进行名量词教学提供了很大的帮助，但是在对外汉语教学中依旧存在大量问题有待解决，以便为对外汉语名量词教学活动提供更加有益的指导。为此，我们将尝试在学界已有研究成果的基础之上，通过对现代汉语名量词系统的梳理，从偏误分析的角度，梳理第二语言学习者在使用名量词过程中的出现的各种偏误现象并逐一对其展开分析与研究，发现、总结产生偏误现象的原因。其次，分析、研究第二语言学习者使用最为广泛的两套对外汉语教学材料中的名量词编写排列，从而发现其编排的优点及不足。最后，在教学的策略上以及教材的改进上提出建设性的意见和建议，期望能够为对外汉语中的名量词教学的方法及教材的编写提供有益的帮助。本文结构上分为四个章节：引言作为第一章，主要是对选题目的及意义进行介绍，阐述相应研究的现状和研究的内容及方法；第二章是现代汉语中名量词的语法分析，从句法、语义、语用、语源的角度对现代汉语名量词系统作动态研究；第三章是对外汉语教学中名量词的偏误类型及其原因，对第二语言学习者在学习名量词过程中的偏误进行分析归类，说明其产生偏误的原因；第四章也就是最后一章，提出教学策略和相应建议。
[Abstract]:In the Sino Tibetan language system, the quantifier is one of the important features of language, especially in the important position in the modern Chinese. And in all kinds of classifiers, to produce the first time, there are a large number of the most complex features and usage of quantifiers, because it can reflect the characteristics of modern Chinese quantifiers, is the priority among priorities the position in the modern Chinese. Therefore, quantifiers naturally becomes an important content in the field of foreign language teaching, foreign language teaching and learning activities in each subject in the more and more attention. In the practice of Chinese teaching, the second language learners generally reflect the difficulty, quantifiers especially difficult to learn, at the same time in the use of classifiers, especially classifiers in language communication, not always the essentials, especially quantifier quantifiers has become a second language learning disabilities in learning Chinese language. For only degree Measure of European and American students, appear classifiers often make them feel very much puzzled. For the native language has quantifier, Korean, Thai and Chinese students, because of differences in their native language quantifiers quantifiers in large, in the face of numerous and complicated usage of Chinese words is still unable to use it freely. Thus, the second language learners to use Chinese in daily communication, the emergence of a large number of different types of quantifiers bias has become a common phenomenon. At the same time, because the academic circles at the present stage in foreign language teaching in basic research related party classifiers on relatively weak, many engaged in teaching Chinese as a foreign language teacher is temporarily unable to second language learning problems give a scientific and reasonable explanation and guidance of second language learners of Chinese Noun Classifiers confusion also increases, so the learning burden will be heavier. It has brought many adverse effects on the teaching of Chinese as a foreign language, which hinders the promotion of Chinese.
In order to improve the level of foreign language teaching, and promote the development of a period of time, the academic research level survey and carry out the difficulties for the quantifiers teaching, put forward the opinions and suggestions of the teaching of quantifiers from different perspectives, the research result of Chinese teachers in the teaching of the Chinese as a second language teaching provides a great help, but in the foreign language teaching is still there are a lot of problems to be solved, so as to provide more useful guidance for the Chinese as a foreign language teaching activities. Therefore, we will try on the basis of existing research results, based on the modern Chinese quantifiers systematically from errors the analysis point of view, I combed the second language learners appear in the use of Quantifiers in the process of error phenomenon and one by one of its analysis and research, summed up the errors found The reason of the phenomenon. Secondly, analysis of second language learners, the most widely used two sets of Chinese teaching materials of the classifiers in the written order, so that the arrangement of the strengths and weaknesses. Finally, put forward constructive comments and suggestions on the improvement of teaching strategies and teaching materials, hoping to write for method of quantifiers teaching in foreign Chinese textbooks and provide useful help.
This structure is divided into four chapters: the first chapter is introduction, mainly on the purpose and significance of the topic are introduced, expounds the contents and methods of current research and the related research; the second chapter is the analysis of modern Chinese quantifiers, grammar from syntactic, semantic, pragmatic, etymology of dynamic study on modern Chinese quantifiers system; the third chapter is the types and causes of errors in teaching Chinese as a foreign language quantifiers, for second language learners in learning classifiers in the process of the errors are classified and analyzed, the errors of the reason; the fourth chapter is the last chapter, puts forward the teaching strategies and suggestions.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】