汉语初中级水平越南学生程度补语习得偏误分析及教学对策

发布时间：2018-06-06 04:10

本文选题：越南 + 汉语　；参考：《天津师范大学》2013年硕士论文

【摘要】：补语对留学生来说是学习汉语的难点之一。在以往的研究中,学者多关注于趋向补语、结果补语等,认为这些是留学生学习的难点和重点,对留学生学习程度补语的偏误研究相对较少。目前可见到的有关留学生习得汉语程度补语的研究,也以英语为母语的留学生为主要对象。但我在学习和研究中发现,对一些越南学生,特别是初中级汉语水平的越南学生,习得汉语程度补语时偏误率极高。为什么会出现这一现象呢?这一现象是否对越南学生具有普遍性呢?带着这一问题,我查找了一些资料,并在这一基础上编制了问卷,对100余名汉语初中级水平的越南学生进行了有关程度补语的问卷调查。问卷调查的结果使我认识到有必要对越南学生习得程度补语的偏误进行有针对性的研究分析。于是我在总结归纳问卷数据信息的基础上,对汉语初中级水平越南学生习得汉语程度补语的偏误进行概括归类,发现学生的偏误类型主要包括多余、遗漏、替代、回避、错序和误用等六种。进一步挖掘越南学生出现这些偏误的原因,发现主要问题出现在教材内容设置、学生母语(越南语)负迁移、汉语知识负迁移、学习策略和交际策略的影响、学习环境的影响等方面。在此基础上,我根据自己学习的汉语教学理论及个人的教学实践提出了解决这些问题的一些教学对策,如合理安排教学顺序、利用汉越语言对比分析和偏误分析、加强针对性练习等。以期为今后对越汉语程度补语教学和对越汉语初中级教材中相关内容的编写提供参考。
[Abstract]:Complement is one of the difficulties in learning Chinese for foreign students. In previous studies, scholars have paid more attention to directional complement and resultant complement, which are the difficulties and key points of foreign students' study, and the study of foreign students' degree of complement errors is relatively few. The current research on the acquisition of Chinese degree complements by foreign students also focuses on native English learners. However, in my study and research, I found that some Vietnamese students, especially those at the junior and middle levels of Chinese, have a high error rate in the acquisition of Chinese degree complement. Why is this happening? Is this a common phenomenon for Vietnamese students? With this question in mind I looked up some data and compiled a questionnaire on the basis of which more than 100 Vietnamese students at the initial and middle levels of Chinese were investigated with regard to the degree of complement. The results of the questionnaire make me realize that it is necessary to study and analyze the errors of Vietnamese students' learning degree complement. Therefore, on the basis of summarizing the questionnaire data information, I generalized and classified the errors in the acquisition of Chinese degree complement by Vietnamese students at the initial and middle levels of Chinese, and found that the types of errors of the students mainly include superfluous, omission, substitution, avoidance, etc. There are six kinds of wrong order and misuse. Further exploring the causes of these errors in Vietnamese students, we find that the main problems are the contents of teaching materials, the negative transfer of students' mother tongue (Vietnamese), the negative transfer of knowledge of Chinese, the influence of learning strategies and communication strategies. The influence of learning environment and so on. On this basis, according to my Chinese teaching theory and personal teaching practice, I put forward some teaching countermeasures to solve these problems, such as reasonable arrangement of teaching order, comparative analysis of Sino-Vietnamese language and error analysis. Strengthen the pertinence practice and so on. In order to provide a reference for the teaching of complementary language of Vietnamese level and the compilation of relevant contents in the junior and middle level textbooks of Vietnamese Chinese in the future.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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