土耳其学生运用汉语单音节趋向补语偏误分析及其教学对策研究

发布时间：2018-05-17 02:34

本文选题：单音节趋向补语 + 趋向补语　；参考：《东北师范大学》2012年硕士论文

【摘要】：当下对于对外汉语教学的教师和将汉语作为第二语言学习的学生而言，汉语中使用频率较高的趋向补语是补语教学和学习的难点和重点。同样，对于土耳其汉语教师和汉语语言学生来说也是如此：一方面土耳其语中没有趋向补语这一语法项目；另一方面选用的中国教材和实际教学（指土耳其籍教师）中还有很多不利的因素；这使得土耳其学生在学习和使用趋向补语时往往觉得非常困难。在现代汉语中，，趋向补语的划分一般分为单音节趋向补语和复合趋向补语两大类。我认为“复合趋向补语”多数形式上是由“单音节趋向补语”叠加而成，同时每一个复合趋向补语与相应的单音节趋向补语意义之间有着丰富的内在联系。因此，我想先从“单音节趋向补语”入手，面向广大的土耳其汉语学生分析论述其与土耳其语语法的不同以及关于如何掌握这种汉语语法提出自己的意见，同时也向国内的汉语教育者提出自己的见解供大家一起探讨。本文以语料统计为基础，依据权威学者的趋向补语、第二语言习得、中介语和偏误分析等相关理论，对土耳其学生习得汉语单音节趋向补语情况进行粗浅地简单行对比分析，主要讨论习得单音节趋向补语时产生的三种偏误类型及分析其原因，并根据自己的习得经验对教学提出一点建议。
[Abstract]:At present, for teachers of teaching Chinese as a foreign language and students learning Chinese as a second language, it is difficult and important to use high frequency directional complement in Chinese language teaching and learning. The same is true for Turkish Chinese teachers and Chinese language students: on the one hand, there is no trend complement in Turkish; On the other hand, there are many unfavorable factors in the Chinese textbooks and actual teaching (referring to Turkish teachers), which makes it very difficult for Turkish students to learn and use directional complements. In modern Chinese, the division of directional complement is generally divided into monosyllabic directional complement and compound directional complement. I think that most of the "compound directional complement" is formed by the superposition of "monosyllabic directional complement". At the same time, there is a rich internal relationship between each compound directional complement and the corresponding monosyllabic directional complement. Therefore, I would like to start with "monosyllabic trend complement", analyze and discuss its differences from Turkish grammar and put forward my own opinions on how to master this Chinese grammar. At the same time, to the Chinese language educators in China to put forward their own views for everyone to discuss. On the basis of corpus statistics, based on the relevant theories of authoritative scholars, such as directional complement, second language acquisition, interlanguage and error analysis, this paper makes a simple and simple comparative analysis of Turkish students' acquisition of Chinese monosyllabic directional complement. This paper mainly discusses the three types of errors in the acquisition of monosyllabic trend complements and analyzes their causes, and puts forward some suggestions for teaching according to one's own experience in the acquisition of monosyllabic trend complements.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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