泰国学生让步类关联词语的习得研究

发布时间：2018-10-10 06:32

【摘要】：近年来,随着中国经济的飞速发展以及中泰两国交往的日益密切,越来越多的泰国人选择汉语作为他们的第二语言。对泰汉语教学已经是世界汉语教学中必不可少的一部分。因此,本论文以泰国学生作为研究对象,试图通过对让步类关联词语这一教学难点的研究,进一步探寻泰国学生习得汉语的规律。本文首先采用文献综述法,指出了以往研究的分歧与不足,并在此基础上,对让步类关联词语进行了重新界定。随后,本文通过问卷调查法和偏误分析法,对泰国学生习得让步类关联词语的情况展开了调查,并结合北京语言文化大学的HSK动态作文语料库,从语法、语义、语用三个角度归纳出了泰国学生习得让步类关联词语的偏误类型。通过调查笔者发现,在语法、语义、语用三个层面中,语义层面的偏误率最低,最容易为学生掌握。语用层面的偏误率最高,是各阶段泰国学生共同的习得难点。语法层面的偏误最为常见,广泛存在于各阶段。本文认为让步类关联词语习得的关键就在于学生能否在语言交际的环境下正确地理解和使用。让步类关联词语的教学不能脱离语境。教师应该将三个平面有机结合,以语义为基础,语法为条件,语用为重点,在具体的语境中进行让步类关联词语的教学。
[Abstract]:In recent years, with the rapid development of Chinese economy and the closer exchanges between China and Thailand, more and more Thais choose Chinese as their second language. Chinese teaching to Thailand has become an indispensable part of Chinese teaching in the world. Therefore, this thesis takes Thai students as the object of study, and attempts to explore the rules of Thai students' acquisition of Chinese through the study of the difficulties in the teaching of concessional connective words. Based on the literature review, this paper points out the differences and shortcomings of previous studies, and redefines concessional associative words. Then, by means of questionnaire survey and error analysis, this paper investigates the situation of Thai students' acquisition of concessional related words, and combines with the HSK dynamic composition corpus of Beijing language and Culture University, from the grammar, semantics, and semantics. From three perspectives of pragmatics, this paper concludes the types of errors in Thai students' acquisition of concessional related words. The author finds that among the three levels of grammar, semantics and pragmatics, the error rate at the semantic level is the lowest, which is the most easily grasped by the students. Pragmatic error rate is the highest, which is the common acquisition difficulty of Thai students in all stages. Grammatical level bias is the most common, widely existing in all stages. This paper holds that the key to the acquisition of concessional associative words lies in whether students can correctly understand and use them in the context of language communication. The teaching of concessional related words cannot be divorced from context. Teachers should combine the three planes organically, take the semantic as the foundation, the grammar as the condition, the pragmatics as the focal point, carries on the concession class relevance word teaching in the concrete context.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.1

【参考文献】