亚洲留学生习得趋向动词“来”“去”的偏误分析

发布时间：2018-01-26 04:10

  本文关键词： 趋向动词 偏误分析 “来” “去”　出处：《江西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：趋向动词在对外汉语教学中一直占有很重要的地位。由于世界上的许多语言例如日语和韩语,他们没有趋向补语,所以造成了留学生习得趋向动词产生相应困难,同时也犯了不少错误。本文在前人的研究的基础上,对趋向动词“来”“去”偏误进行了细致的归类,找出了一些共同点与不同点。相同点主要是传统的误加、误代、遗漏、错序以及笔者自己新归类的类型,也找出了亚洲留学生的偏误不同点,如泰国、日本、韩国、泰国、马来西亚学生的偏误特点等,并给出了相应的原因。例如韩国学生容易把宾语与动词的之间的位置关系弄混;日本学生容易将“出”与“出来”误代;泰国学生容易遗漏“来”;印尼和马来的学生容易混用简趋向和复合趋向动词。通过特点分析我们得出不同的母语学生受自己的母语里面“来“去”语法系统的影响产生各个偏误,因此偏误的原因也不一样。笔者的也根据理论和实践设计了相应的教案来指导教学,希望对以后的研究提供一点帮助。
[Abstract]:Directional verbs have always played an important role in teaching Chinese as a foreign language. Because of many languages in the world, such as Japanese and Korean, they have no directional complement. Therefore, it makes it difficult for foreign students to acquire directional verbs, and at the same time makes a lot of mistakes. On the basis of previous studies, this paper classifies the errors of directional verbs "come" and "go" carefully. Find out some common points and differences. The common points are mainly the traditional false addition, misgeneration, omission, wrong order and the author's own new classification type, but also found out the differences of Asian students, such as Thailand, Japan. The characteristics of students' errors in Korea, Thailand and Malaysia, and the corresponding reasons are given. For example, Korean students tend to confuse the positional relationship between objects and verbs; Japanese students tend to misrepresent "out" and "come out"; Thai students are prone to omitting "come"; Indonesian and Malay students are easy to use simple and compound directional verbs. Through the analysis of their characteristics, we find that different native language students are influenced by the grammar system of "come" in their own mother tongue. Therefore, the reasons for the errors are different. The author also designed the corresponding teaching plan to guide the teaching according to the theory and practice, hoping to provide some help for the future research.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195
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本文编号：1464635