越南学生学习汉语名量词的偏误分析

发布时间：2018-03-17 00:14

本文选题：越南学生　切入点：汉语名量词　出处：《上海师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：每种语言的语法都有共性和个性，如果各研究家想把两种语言拿出来进行对比，像汉语和越南语一样，往往可以找到共同和不同点。这两种语言的语法中都有量词，这也是两种语言的相同之处。所以越南学生对汉语量词并不陌生，这对越南学生有很大的帮助。不过不是说并不陌生就不犯错误，但汉语、越南语是两种不同的语言，它们之间有很大差异，两种语言的量词系统也各有特色，彼此之间一定有同有异。因此很有必要对两种语言的量词进行深入，全面的对比，弄清二者异同，以便于有针对性地进行教学。本文主要对越南学生汉语名量词的偏误进行分析，对越南学生使用汉语名量词时出现的偏误，主要按偏误类型进行分析。本文从对外汉语教学的角度出发，对越南学生易出错误的地方进行了深入细致的分析。在分析过程中本文主要对汉语和越南语名量词中的一些偏误进行对比，指出它们各自使用的不同条件。在偏误使用分析的基础上，本文探讨了产生偏误的根源，指出除了母语负迁移这一主要原因外，，还有：所学有限目的语的干扰、教师和教材的讲解不充分、目的语本身的难度、学习者学习和交际策略等等其他方面的原因，这些原因中教材编写和教师讲解的不充分是一个很重要的因素。最后根据以上的分析，从不同角度对教学提出了一些建议，希望通过本论文可以提高对越南学生的教学效果，提高越南学生的学习效率。我也希望经过这些分析将有助于对外汉语教学的发展。
[Abstract]:There are similarities and differences in grammar in each language, and if researchers want to compare the two languages, like Chinese and Vietnamese, they often find common and different points. There are quantifiers in the grammar of both languages. So Vietnamese students are no stranger to Chinese classifiers, which is of great help to Vietnamese students. But it is not that they do not make mistakes when they are not unfamiliar, but Chinese and Vietnamese are two different languages. There are great differences between them, and the quantifier systems of the two languages have their own characteristics, and there must be similarities and differences between them. Therefore, it is necessary to make a thorough and comprehensive comparison between the quantifiers of the two languages and to find out the similarities and differences between the two languages. In order to facilitate targeted teaching. This paper mainly analyzes the errors of Vietnamese students' Chinese nominal-classifiers, and analyzes the errors that occur when Vietnamese students use Chinese nominal-classifiers, mainly according to the types of errors. This paper starts from the perspective of teaching Chinese as a foreign language. This paper makes a thorough and detailed analysis of the mistakes made by Vietnamese students. In the process of analysis, this paper mainly compares some errors in Chinese and Vietnamese nominal quantifiers. On the basis of error analysis, this paper discusses the root causes of errors, and points out that in addition to the main reasons of negative transfer of mother tongue, there is also the interference of learning limited target language. The insufficient explanation of teachers and textbooks, the difficulty of the target language itself, the learners' learning and communicative strategies, and so on, are very important factors. Finally, according to the above analysis, the author puts forward some suggestions on teaching from different angles, hoping that the teaching effect of Vietnamese students can be improved through this paper. Improve the learning efficiency of Vietnamese students. I also hope that these analyses will contribute to the development of teaching Chinese as a foreign language.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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