越南学生介词“给”的习得研究

发布时间：2018-06-17 18:49

本文选题：给 + 介词　；参考：《吉林大学》2012年硕士论文

【摘要】：越南语与汉语虽然是两种不同的语言，但是两者还存在着很大的共性。它们都是缺乏严格意义的形态变化的语言，只能借助虚词和语序等语法手段来表示一定的语法意义。这一共同点会给越南学生的汉语学习带来积极的作用，但也容易形成消极的影响。而且，介词“给”是汉语中使用频率极高的对象介词，越南语的“cho”也同样，意义与用法的相似性似的越南学生在习得汉语介词“给”时难免出现较多的问题。前人尚未转对介词“给”进行专门的研究，因此本人拟以此为论题进行细致探讨与深入挖掘。本文以中介语语料库为依据，搜集了大量偏误语料，大量搜集偏误语料，辅以相应的调查问卷，考察了不同等级汉语水平的越南学生介词“给”的偏误情况。对搜集到的偏误句子进行分类并加以分析。分析时，本人从汉语本体的角度出发，，对越南学生容易出错的地方进行了深入的说明，并逐一给出了他们的正确形成。本文从越南学生的汉语水平等级和介词“给”的具体偏误项目两个角度对介词“给”的偏误语料进行看了统计分析，然后，在对偏误用例分析的基础上，本人总结出母语的干扰，目的语的负迁移，学习策略及学习环境等四个方面是让越南学生发生错误的主要原因。针对这四方面的原因，本文提出了几点建议：第一，对外汉语教师要具备一定的知识，传授时要发挥主观能动性，要分层教学和着重精讲多练。第二，学生要做好理解、模仿、记忆和运用等四个任务。第三，对教学编写的设想要有清楚的思路，能体现到针对性。
[Abstract]:Although Vietnamese and Chinese are two different languages, there are still great similarities between them. They are all languages that lack formal changes in strict meaning, and can only express certain grammatical meanings by grammatical means such as function words and word order. This common denominator will bring positive effect to Vietnamese students' Chinese learning, but it will also have a negative effect. Moreover, the preposition "giving" is the object preposition which is frequently used in Chinese, and so is "cho" in Vietnamese, so Vietnamese students inevitably have more problems in acquiring Chinese preposition "giving" as the meaning and usage are similar. Predecessors have not turned to the preposition "to" special research, so I intend to take this as a topic for careful discussion and in-depth mining. Based on the interlanguage corpus, this paper collects a large number of error data, and a corresponding questionnaire to investigate the errors of Vietnamese students' preposition "giving" at different levels of Chinese level. Classify and analyze the collected error sentences. From the perspective of Chinese Noumenon, I made a deep explanation of the mistakes of Vietnamese students, and gave their correct formation one by one. This paper makes a statistical analysis of the errors of the preposition "giving" from the perspective of the Chinese proficiency level of Vietnamese students and the specific error items of the preposition "giving". Then, on the basis of the analysis of error cases, this paper makes a statistical analysis of the error data of the preposition "giving". I conclude that the interference of mother tongue, negative transfer of target language, learning strategy and learning environment are the main reasons for Vietnamese students to make mistakes. In view of these four reasons, this paper puts forward several suggestions: first, teachers of Chinese as a foreign language should have certain knowledge, give full play to their subjective initiative in teaching, teach in layers and emphasize on teaching and practice. Second, students should do a good understanding, imitation, memory and use of the four tasks. Third, the idea of teaching writing should have a clear idea, can reflect the pertinence.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】