越南学生学习汉语三组时间副词的偏误分析

发布时间：2018-04-28 09:25

本文选题：越南学生 + 偏误分析　；参考：《广西民族大学》2013年硕士论文

【摘要】：时间副词是越南留学生在学习汉语过程中普遍感到较难掌握的一类词语。汉语时间副词本来就数量众多，而且很多意思相近，如“将”、“将要”、“就要”等等，在学习过程中很难分辨。再加上时间副词与语境息息相关，同一个时间副词在不同的语境里意思往往不同。时间副词介于抽象与具体之间，不以人的意志为转移，感觉飘渺虚无。但是，时间变化，昼夜交替，寒暑易节又是我们能够感觉得到的。对于汉语时间副词的界定，中国的专家和学者有很大分歧。陆俭明、马真（1985）列举出127个时间副词进行研究，张谊生（2000）列举了85个时间副词进行研究，马庆株（2000）只列举了54个时间副词。对于时间副词进行分类区别就更大，陆俭明和马真把时间副词分为定时和不定时两类，张亚军认为时间副词即表时制，又表时体。作为越南留学生，我在学习时间副词时遇到很多困难，由于汉语水平的限制，我的研究没有那么深入。我将时间副词按已然、未然与进行和持续三态进行分类，列举常用的汉语时间副词和越南语这三态时间副词使用时存在的差异。本文在前人的基础上，，用对比理论和中介理论对越南学生学习汉语时间副词偏误进行分析，以此弥补这块理论的不足，希望本研究对教科书和工具书的编写具有参考价值。对时间副词偏误进行研究，对于自身对汉语时间副词的把握具有重要意义，并且对越南学生以后学习汉语具有指导意义。此外，本文的研究，对于越南语教学具有重要的实践意义，通过本文的分析，可以很清晰的将时间副词的难点以及应付难点的方法和出现偏误的原因阐述给越南汉语爱好者。可以起到化难为易，化繁为简的功能，让越南学生很轻松的掌握时间副词。全文共五个部分：第一部分：阐述研究缘起，研究内容和研究意义以及研究的现状；第二部分：对已然态、未然态和进行与持续态副词的中越时间副词进行对比分析。已然态副词就与thì,、刚（刚刚）与v a m i、已经与-r i、曾经与t ng、对比分析；未然态副词就（就要）与s p、s和快（快要）与s p、s p s a对比分析；进行与持续态副词在（正在）与ang、永远与m i、m i m i和一直与m i su t对比分析，主要分析了三大类九小个时间副词；第三部分：分析越南学生对汉语时间副词习得偏误分析。首先分析偏误出现的类型，紧接着分析偏误出现的原因，其中原因分析又可分为对外因和内因的分析；第四部分：根据越南学生学习汉语时间副词出现的偏误及自己的学习经验，提出对越南学生学好汉语副词的建议；第五部分：结论，对研究进行总结，并提出展望。
[Abstract]:Temporal adverbs are a kind of words that Vietnamese students generally find difficult to master in the process of learning Chinese. There are many time adverbs in Chinese, and many of them have similar meanings, such as "will", "will", "will", "will" and so on, which are difficult to distinguish in the course of study. In addition, time adverbs are closely related to context, and the same time adverbs often have different meanings in different contexts. The adverb of time lies between abstract and concrete, does not take the human will as the transfer, feels misty nothingness. But, time changes, day and night alternates, the cold and summer change festival is what we can feel again. Chinese experts and scholars have great differences on the definition of Chinese temporal adverbs. Lu Jianming, Ma Zhenzheng (1985) listed 127 time adverbs for study, Zhang Yisheng (2000) listed 85 time adverbs for study, Ma Qing Zhan 2000) listed only 54 time adverbs. The classification of time adverbs is even greater. Lu Jianming and Ma Zhen divide time adverbs into two categories: timing and untiming. As a Vietnamese student, I encountered many difficulties in learning time adverbs. I classify time adverbs according to the three states of "already", "prelude" and "going" and "continuous", and enumerate the differences in the use of these three-state adverbs, which are commonly used in Chinese and Vietnamese. On the basis of predecessors, this paper analyzes Vietnamese students' errors in learning Chinese time adverbs by using contrast theory and intermediary theory, in order to make up for the deficiency of this theory. It is hoped that this study will have reference value for the compilation of textbooks and reference books. The study of time adverb bias is of great significance to the grasp of Chinese time adverb, and also to Vietnamese students to learn Chinese in the future. In addition, the study of this paper has important practical significance for Vietnamese language teaching. Through the analysis of this paper, the difficulties of time adverbs, the methods to deal with them and the reasons for errors can be clearly explained to Vietnamese Chinese lovers. Can play a difficult to easy, complex into simple function, so that Vietnamese students easy to master time adverbs. The full text consists of five parts: The first part: the origin of the research, research content and significance, and the status quo of the research; In the second part, the author makes a comparative analysis of the Chinese and Vietnamese time adverbs of the existing state, the prelude state and the persistent adverb. The adverb of "already" has been compared with "-r I" with "v a m i,", and has been compared with "t ng", while the adverb of "pre-existing" is (will) be compared with "s ps" and "quick" (soon) with p s a (s). This paper makes a comparative analysis of the adverbs in (being) and ang, always with Mi-mi and Mi su t, and mainly analyzes three categories and nine small time adverbs; Part three: the analysis of Vietnamese students' errors in the acquisition of Chinese time adverbs. First, it analyzes the types of errors, and then analyzes the causes of errors, which can be divided into external causes and internal causes. The fourth part: according to the errors of Vietnamese students in learning Chinese time adverbs and their own learning experience, some suggestions for Vietnamese students to learn Chinese adverbs well are put forward. The fifth part: the conclusion, carries on the summary to the research, and puts forward the prospect.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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