蒙古学生习得汉语数量补语的偏误分析与教学对策
发布时间：2018-11-02 21:02
【摘要】：汉语和蒙古语属于不同的语系,语法差异比较大。相对于汉语语法中语序和虚词所占的重要作用而言,蒙古语则侧重形态变化。在对外汉语教学中语法教学占主要地位,而补语在语法教学中的作用也是不容忽视的,在对外汉语教学中一直占有重要的地位,在汉语作为第二语言的教学过程中,补语是一个既复杂又相当重要的语法知识点。数量补语在蒙古语中很难找到对应的形式,蒙古学生对汉语补语的掌握情况不乐观,针对这问题的研究还很少见,其中关于数量补语偏误的研究资料比较少,而且研究不够深入。在实际教学和交流过程当中,我们经常可以看到、听到蒙古学生在使用数量补语时出现偏误。本论文研究的目标是,对蒙古学生数量补语的偏误情况进行调查和分析,总结出蒙古学生使用汉语数量补语出现的偏误的类型,指出偏误产生的原因,并在此基础上提出一些简单和有效的解决方法,避免或减少在使用汉语数量补语时产生偏误现象,从而帮助蒙古学生更好更快地掌握汉语数量补语。为了全面地了解蒙古学生习得汉语数量补语的整体情况,本文通过在教学中收集真实资料的方式,针对蒙古学生的问卷调查中出现的数量补语典型偏误类型,提出相应的教学建议。全文共分为四章： 第一章绪论部分主要说明汉语数量补语选题意义及价值、研究方法和研究概况,使大家了解本文选题的价值。 第二章主要介绍汉语数量补语在蒙古语对应形式,包括关于汉语数量补语和关于蒙古语状语,也包括汉语数量补语在蒙古语中对应形式。 第三章说明蒙古学生学习汉语中数量补语偏误分析及原因,包括问卷调查分析、偏误类型、偏误原因。 第四章主要说明蒙古学生学习汉语数量补语的教学对策,关于教学对策方面要注意的事项。
[Abstract]:Chinese and Mongolian belong to different language families, the grammatical difference is quite big. Compared with the important role of word order and function words in Chinese grammar, Mongolian language focuses on morphological changes. Grammar teaching plays a major role in teaching Chinese as a foreign language, and the role of complement in grammar teaching is not to be ignored. It has been playing an important role in teaching Chinese as a foreign language, and in the process of teaching Chinese as a second language. Complement is a complicated and important knowledge point in grammar. It is difficult to find the corresponding form of quantitative complement in Mongolian. Mongolian students are not optimistic about the mastery of Chinese complement. The research on this problem is rare, among which there is little research data on quantitative complement bias. And the research is not deep enough. In the course of practical teaching and communication, we can often see that Mongolian students have errors in the use of quantitative complements. The purpose of this thesis is to investigate and analyze the errors of Mongolian students' quantitative complement, to summarize the types of errors that occur in Mongolian students' use of Chinese quantitative complements, and to point out the causes of the errors. On this basis, some simple and effective solutions are proposed to avoid or reduce the phenomenon of errors in the use of Chinese quantitative complements, so as to help Mongolian students master Chinese quantitative complements better and faster. In order to fully understand the whole situation of Mongolian students' acquisition of Chinese quantitative complement, this paper aims at the typical errors of quantity complement in the questionnaire survey of Mongolian students by collecting the true data in teaching. The corresponding teaching suggestions are put forward. The full text is divided into four chapters: the first part of the introduction mainly explains the significance and value of the topic of Chinese quantitative complement, research methods and research overview, so that everyone can understand the value of this topic. The second chapter mainly introduces the corresponding forms of Chinese quantitative complement in Mongolian, including Chinese quantitative complement and Mongolian adverbial, but also the corresponding form of Chinese quantitative complement in Mongolian. The third chapter explains the quantitative complement error analysis and its reasons in Mongolian students' learning Chinese, including questionnaire survey, error type and error reasons. The fourth chapter mainly explains the teaching countermeasure of Mongolian students' learning Chinese quantity complement, and points out how to pay attention to the teaching countermeasure.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
本文编号：2306942
[Abstract]:Chinese and Mongolian belong to different language families, the grammatical difference is quite big. Compared with the important role of word order and function words in Chinese grammar, Mongolian language focuses on morphological changes. Grammar teaching plays a major role in teaching Chinese as a foreign language, and the role of complement in grammar teaching is not to be ignored. It has been playing an important role in teaching Chinese as a foreign language, and in the process of teaching Chinese as a second language. Complement is a complicated and important knowledge point in grammar. It is difficult to find the corresponding form of quantitative complement in Mongolian. Mongolian students are not optimistic about the mastery of Chinese complement. The research on this problem is rare, among which there is little research data on quantitative complement bias. And the research is not deep enough. In the course of practical teaching and communication, we can often see that Mongolian students have errors in the use of quantitative complements. The purpose of this thesis is to investigate and analyze the errors of Mongolian students' quantitative complement, to summarize the types of errors that occur in Mongolian students' use of Chinese quantitative complements, and to point out the causes of the errors. On this basis, some simple and effective solutions are proposed to avoid or reduce the phenomenon of errors in the use of Chinese quantitative complements, so as to help Mongolian students master Chinese quantitative complements better and faster. In order to fully understand the whole situation of Mongolian students' acquisition of Chinese quantitative complement, this paper aims at the typical errors of quantity complement in the questionnaire survey of Mongolian students by collecting the true data in teaching. The corresponding teaching suggestions are put forward. The full text is divided into four chapters: the first part of the introduction mainly explains the significance and value of the topic of Chinese quantitative complement, research methods and research overview, so that everyone can understand the value of this topic. The second chapter mainly introduces the corresponding forms of Chinese quantitative complement in Mongolian, including Chinese quantitative complement and Mongolian adverbial, but also the corresponding form of Chinese quantitative complement in Mongolian. The third chapter explains the quantitative complement error analysis and its reasons in Mongolian students' learning Chinese, including questionnaire survey, error type and error reasons. The fourth chapter mainly explains the teaching countermeasure of Mongolian students' learning Chinese quantity complement, and points out how to pay attention to the teaching countermeasure.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195
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相关期刊论文 前3条
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