印尼人学习汉语助动词的偏误分析与教学法研究

发布时间：2018-03-20 02:24

本文选题：印尼　切入点：助动词　出处：《河北师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：汉语是一种很难学的语言。除了拼音、声调和汉字以外，汉语的语法也是学习者的难点。汉语助动词就是外国学习者难以掌握的一个语法点。很多印尼汉语学习者学习助动词时感到很困难，使用助动词会出现偏误。因此，笔者将《印尼人学习汉语助动词的偏误分析与教学法研究》作为本论文的题目。目的就是为了分析印尼汉语学习者学习汉语助动词时常出现的偏误，同时找出出现偏误的原因，最后针对这些偏误提出教学中应当注意的问题。由于时间有限，本论文着重分析“能、会、想、要、可以”这五个常用助动词的偏误及教学方法。本论文采用问卷调查的研究方法。调查对象是印尼大学汉学系三年级与四年级的学生。笔者一共发放了75份问卷。问卷包括四个部分。一、让学生用横线标出助动词。二、让学生使用最合适的助动词来完成句子。三、让学生把有助动词的句子改成否定式。四、让学生修改句子里使用有误的助动词。笔者给学生半个小时的时间来回答问卷里边的30道题。最终，笔者收回有效问卷73份。本论文的基本结构分成四个部分。第一个部分解释关于汉语和印尼语里边的助动词意义、分类、相同点与不同点。汉语里的助动词属于动词的范畴，而印尼语却没有助动词这一词类。虽然，大部分汉语里的助动词在印尼语当中都有对应词，可是用法不太相同，如“想”或“要”在汉语当中分得很清楚，可是在印尼语当中却没有什么区别，同样可以翻译成“ingin”。第二个部分具体分析偏误的类型和偏误的原因。通过对调查问卷的分析，，笔者找出了印尼的汉语学习者学习助动词时常常出现的五种偏误类型：遗漏偏误，误用偏误，混用偏误，词序偏误和回避。这些偏误是由于各种原因造成的，比如：语际偏误，语内偏误，教材造成的偏误，教师引起的偏误和其他偏误。第三个部分，笔者对如何避免出现上述偏误提出了一些教学建议。首先，在上课之前，教师必须清楚学习者的语言背景与水平，这样教师才能更容易找出针对学习者的教学法，在确定如何教学生之后，教师还需要修改教材、准备教案。其次，在课堂上讲解助动词的时候，教师也要给学习者指出重点，反复提醒学习者汉语助动词的特点以及助动词的相同点和不同点。再次，教师也应该准备各种各样的练习与作业，进一步培养学生正确使用汉语助动词的能力。第四个部分，是本论文的结论。笔者进行分析后发现印尼人学习汉语助动词时有着五大偏误的类型，最常发生的偏误就是遗漏偏误、误用偏误和混用偏误。这些偏误大部分是由语际偏误和语内偏误所造成的。笔者从造成偏误的原因方面提出了一些针对印尼人学习汉语助动词的教学建议，就是教师必须了解学习者的情况，找出针对学习者的教学方法，另外就是必须充分地准备教材、教案、练习和作业。作为一个母语非汉语的汉语学习者，笔者发现自己对汉语的掌握还差得很远，所以本论文里肯定还有很多不足的地方。希望通过这篇论文，读者能理解印尼人学习汉语助动词所出现的偏误、原因，并在教学中采取正确的措施。
[Abstract]:Chinese is a difficult language to learn. In addition to Pinyin, outside the tone and Chinese characters, difficulties of Chinese learners. The grammar is a grammar point Chinese auxiliary verbs are foreign learners is difficult to grasp. Many Indonesian Chinese learners have difficulty when studying auxiliaryverbs, using verbs appear bias. Therefore the < Indonesia, learning Chinese verb error analysis and teaching method research "as the topic of this thesis. The purpose is to analyze the errors of Indonesian Chinese learners of Chinese verbs often appear at the same time, to find out the cause of the errors, finally aimed at these errors should be paid attention to in the teaching. Because of the limited time, this thesis focuses on the analysis of" can, will, want to be, "the five commonly used verb errors and teaching methods.
This paper adopts the method of questionnaire investigation. The investigation object is the University of Indonesia Sinology Department of the third grade and the fourth grade students. The author issued a total of 75 questionnaires. The questionnaire includes four parts. First, let students use underline to highlightauxiliary verbs. Two, let the students use the most appropriate word to complete the sentence. Three. Let the students help the verb sentences into negative forms. Four, let the students revise sentences with verbs. The author gives students half an hour to answer 30 of the questions were inside. Finally, the author of 73 copies of valid questionnaires.
The basic structure of this paper is divided into four parts. The first part explains the auxiliary significance on Chinese and Indonesian inside the classification, the same and different points. In the language of Chinese verb verb belongs to the category of the Indonesian but no auxiliary verb the lexical category. Although, most Chinese are in a word the corresponding word in the Indonesian language, but the usage is not the same, such as "like" or "to" in the Chinese language very clearly, but in Indonesian but not what difference can also be translated as "ingin".
Type specific analysis of the second parts of the errors and the reasons of the error. Based on the analysis of the questionnaire, the author finds out the five types of errors often occur in Indonesia Chinese learners verb: omission error, misuse bias, mixed errors, errors and avoid these errors in word order. Due to various reasons, such as: interlingual errors and intralingual errors, errors caused by teachers' teaching materials, errors and other errors.
The third part, the author of the mistake to propose some teaching suggestions on how to avoid. First, before class, language teachers must have clear background and level of learners, so teachers can more easily find the teaching method for learners, after determining how to teach the students, teachers also need to modify the teaching materials, prepare lesson plans. Secondly, when in the classroom to explain the auxiliary verbs, the teachers should give learners points out the key point, the same features and auxiliary verbs repeatedly remind learners Chinese auxiliary verbs and differences. Thirdly, practice and homework teachers should also prepare a variety of further, cultivate students' ability to correctly use Chinese auxiliary verbs.
The fourth part is the conclusion of this thesis. The author analysis found that the Indonesian people learning Chinese verb has five types of errors, the most frequent errors is the omission error, misuse bias and mixed errors. These errors are mostly interlingual errors and intralingual errors the reasons which cause the errors. The author tries to put forward some aspects for the Indonesian people learning Chinese verb teaching suggestions, that teachers must understand the learning situation, find out the teaching method for learners, also is to prepare teaching materials, teaching plans, exercises and assignments.
As a non-native Chinese learners, the author also found their poor command of Chinese so far, this thesis that there are still many deficiencies. Hope that through this paper, readers can understand the Indonesian Chinese Auxiliary Verbs Learning bias, reason, and take the right measures in teaching.

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

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