泰国学生汉语副词“在”、“正在”与“正”习得研究

发布时间：2018-04-17 10:18

本文选题：副词 + 泰国学生　；参考：《湖南师范大学》2012年硕士论文

【摘要】：在泰国,汉语已经成为了仅次于泰语和英语的第三大语言,泰国人学汉语的人数越来越多。这就表明对外汉语教学的地位越来越重要,对外汉语教学的研究有利于对外汉语教学活动的开展。在对外汉语教学过程中,对象国学生的母语负迁移作用对学生学习汉语有着严重的影响。汉语和泰语同属汉藏语系,都属于孤立语,在表达语法意义上不依赖于词形变化,而是通过语序和虚词来实现。但同中有异,两者也有区别。尤其在汉泰双语的时间副词方面其用法差别尤其明显。通过对泰国学生学习汉语时间副词时的研究发现,其对副词“在”、“正在”与“正”的用法和副词“在”、“正在”与“正”的意义特点方面不是很清晰,出现的偏误率很高。例如：汉语：我正在/在吃饭。泰语：(?) 泰国学生在初学汉语时受到母语的影响就会说成“我正吃饭在。”诸如此类的错误出现频率很高。对于这种情况,目前在对外汉语教学中对进行体的关注度还不够高,但是通过与第二语言学习者的接触,所以笔者从皇家大学学生使用副词“在”、“正在”与“正”所出现的错误中认识到,其已成为泰国学生汉语学习中的一个难点。本文运用了对比的研究方法分别从副词“在”、“正在”与“正”的语法结构、副词“在”、“正在”与“正”的用法、副词“在”、“正在”与“正”的意义上的特点和副词“在”、“正在”与“正”使用方法进行对比。用所得结论加以分析和研究。同时,本文又运用了调查问卷的分析方法对十九个清迈皇家大学国际学院初级汉语学生进行问卷调查收集资料,并且进行了四次调查,得到了第一手对外汉语教学的资料。通过对汉语副词“在”、“正在”与“正”的对比研究,汉泰副词的对比研究,对泰国学生对外汉语学习情况的研究,并加以整合分析,就使用副词“在”、“正在”与“正”的各种表达方式进行集中探讨,希望对以泰语为第一语言的汉语学习者提供一些帮助。通过资料分析及调查问卷显示,副词“在”、“正在”与“正”为泰国学生在学习过程中的重点和难点,对外汉语语法教学的一大特点是学习者会受到第一语言迁移作用的影响。对于将汉语作为第二语言学习的泰国人都存在共同的难点,因此在学习副词“在、正在”与“正”是要有针对性的。一方面,在汉泰副词“在”、“正在”与“正”知识的相同部分可以略讲,对于汉泰中差异性较大的部分要重点讲解、练习。一方面,对于虽非难点但确为汉语最基本的知识,也应进行一定的练习,不能完全忽略。由于语言习得主要是在母语和目的语的相互作用上,笔者通过对对外汉语教学法等知识的分析发现泰国学生学习副词“在”、“正在”与“正”的知识时受母语的负迁移影响的比率位居第一。这就要求老师在教的过程中要引导学生不能过度泛化所学知识,教授副词“在”、“正在”与“正”最好的方法就是该以学生为中心,教师应该在每次发现问题后给学生指导并讲解,让学生多进行练习、多使用。只要随着学生汉语水平的提高,这些错误就会慢慢的减少。还有很多偏误的地方存在,不排除有文化因素、教学因素导致的偏误,但就笔者所调查研究的,主要就是以上的这些。希望在以后的工作和学习中不断地完善这些方面的问题。
[Abstract]:In Thailand, the Chinese language has become the third largest language after English and Thai, Thai people learning Chinese more and more. It shows more and more important role in teaching Chinese as a foreign language, teaching Chinese as a foreign language study for foreign language teaching and learning activities carried out. In the process of TCFL, negative transfer of native country students have a serious impact on the students learning Chinese. Chinese and Thai belong to Sino Tibetan family, belong to the isolated language to express grammatical meaning does not depend on the morphological changes, but through word order and function words. But with a different, there are differences between them. Especially in a bilingual time adverb usage difference especially through the study of Thailand students learning Chinese time adverbs that the Adverb "in", "being" and "positive" usage and the Adverb "in", "on" and The meaning and characteristics of "Zheng" are not very clear, and the error rate is very high. For example:
Chinese: I'm eating / at dinner.
Thai: (?)
The impact will be Thailand students by their mother tongue in Chinese beginners when said "I was eating in." and so on error of high frequency. In this case, the current in the foreign language teaching of the degree of concern is not high enough, but with the second language learners contact, so the author from the Royal University students use the Adverb "in", "being" and "positive" mistakes in recognizing, it has become a difficulty for Thailand students to learn Chinese.
Research methods of this paper are compared respectively from the Adverb "in", "being" and "grammar", the Adverb "in", "being" and "positive" usage, the Adverb "in", "being" and "positive" in the sense of the characteristics and the Adverb "in", "" is compared with "positive". Using the method to analyze and study with the conclusion. At the same time, this paper uses the analytical method of questionnaire survey to collect data on nineteen Chinese primary students in Chiang Mai Royal University International College, and conducted four surveys, the first foreign language teaching materials through the Chinese adverb "in", "being" and "comparative study", comparative study of Chinese adverbs, study on Thailand foreign students Chinese learning situation, and integrate analysis, using the Adverb "in", "being" and" In the hope of providing some help to Chinese learners with Thai as the first language.
Through data analysis and questionnaire revealed that the Adverb "in", "being" and "positive" as the focus and difficulty in the learning process of the students in Thailand, a major feature of teaching Chinese as a foreign language learners will be affected by the effect of the first language transfer. For learning Chinese as a second language to Thai people there the common difficulties, therefore in the study of the Adverb ", is" and "positive" is to be targeted. On the one hand, the Chinese Adverb "in", "being" and "the same part is" knowledge can be omitted, for part of the difference in Chinese and Thai to highlight a practice. Is not difficult, but it is for Chinese basic knowledge, also should carry out some practice and cannot be neglected.
Because language acquisition is the main interaction in the native language and the target language, the author through the analysis of the foreign language teaching method of knowledge discovery in Thailand students to learn the Adverb "in", "ratio of negative transfer is" and "knowledge" by speaking in the first place. This requires teachers in the teaching process students should be guided to not over generalization of the knowledge, the Adverb "in" Professor "is" and "is" the best way is the student-centered, teachers should find the problem after each to give students guidance and explanation, let the students to practice more. As long as the students raise the level of Chinese. These errors will slowly decrease.
There are many errors. There are cultural errors and errors caused by teaching factors. But those are mainly those mentioned above. I hope to improve these aspects in future work and study.

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

【参考文献】