中高级泰国留学生汉语集合量词习得情况考察分析

发布时间：2018-06-06 10:17

本文选题：泰国留学生 + 集合量词　；参考：《广西师范大学》2013年硕士论文

【摘要】：集合量词作为量词的一个小类,是区别于个体量词和度量衡量词的。这也就决定了汉语集合量词的教学不应该跟个体量词相混淆,在教学安排中也应该有自己的特点。但由于教材安排集合量词比较分散,学生学习集合量词不成系统,还有集合量词教学也是对外汉语教学中留学生学习的难点之一。又由于集合量词的数目不少,学习点也分散,且与名词之间存在着复杂的搭配关系,成为了汉语学习者学习汉语过程中出现偏误最多的词类之一。现有对集合量词的本体研究还不是很深入,得出的结论大多比较笼统,且理论性、抽象性太强,缺少针对集合量词教学的有效的、科学的方法。本文在借鉴前人研究成果的基础上,以第二语言习得理论为指导,采用对比分析、问卷调查、语料库数据统计等方法,从学生习得的角度出发,根据学生习得的一些特点和规律,指导对外汉语教学。文中共分四章。第一章为引言。主要介绍选题背景,研究目的和意义,研究方法。引言是论文的整体概貌的导论,论文研究的方法采用定量和定性分析方法。第二章是对泰国留学生习得集合量词输出情况统计和分析,通过HSK语料库语料和问卷调查的统计和分析,得出一些泰国留学生习得集合量词的规律和特点。第三章对学生输出集合量词过程中产生的偏误进行归纳,总结学生习得集合量词过程中产生的偏误类型及偏误原因分析。第四章是对教学的建议。通过上面调查得出来的关于集合量词的规律和特点,从教与学两个方面指导汉语集合量词的教学。本文在总结泰国留学生习得集合量词的过程中,发现泰国留学生掌握集合量词的情况不明朗。表现在泰国留学生在使用集合量词时主要以名量搭配为主,很少使用“数+形+集合量词+名”这个结构以及集合量词的重叠。在使用名量搭配时,泰国留学生使用集合量词与名词搭配比较单一,多跟表人的名词搭配。这是泰国留学生习得集合量词时表现出来的特性。本文对集合量词的研究尚浅,对“数+形+量+名”这个结构以及集合量词的重叠研究还不深入,这是本文研究的不足。本人若有机会,会继续深入研究。
[Abstract]:As a subclass of classifiers, collective quantifiers are different from individual classifiers and metrological words. Therefore, the teaching of Chinese collective classifiers should not be confused with individual classifiers, and it should have its own characteristics in teaching arrangement. However, due to the dispersion of aggregate classifiers in teaching materials, the students' learning of collective classifiers is not systematic, and the teaching of collective classifiers is also one of the difficulties for foreign students in the teaching of Chinese as a foreign language (TCFL). Due to the large number of aggregate quantifiers, the scattered learning points and the complex collocation with nouns, they have become one of the most biased parts of speech in the process of learning Chinese by Chinese learners. The existing research on the ontology of aggregate quantifiers is not very deep, and the conclusions obtained are mostly general, theoretical, abstract, and lack of effective and scientific methods for collective quantifiers teaching. Based on the previous research results, this paper, guided by the theory of second language acquisition, adopts the methods of contrastive analysis, questionnaire investigation, corpus statistics, and so on, from the point of view of students' acquisition. According to the characteristics and rules of students' acquisition, guide the teaching of Chinese as a foreign language. The paper is divided into four chapters. The first chapter is the introduction. This paper mainly introduces the background, research purpose and significance, research methods. The introduction is an introduction to the overall overview of the paper. The methods of quantitative and qualitative analysis are used in the research. The second chapter is about the statistics and analysis of the acquisition of collective quantifiers by Thai students. Through the statistics and analysis of the HSK corpus and questionnaire survey, the rules and characteristics of the acquisition of collective quantifiers by some Thai students are obtained. The third chapter sums up the errors in the process of students' output aggregate quantifiers and summarizes the types and causes of errors in the process of students' acquisition of collective quantifiers. The fourth chapter is the teaching suggestion. Through the above investigation on the rules and characteristics of collective quantifiers, teaching and learning to guide the teaching of Chinese collective quantifiers. In the course of summing up the acquisition of collective quantifiers by Thai students, this paper finds that the situation of Thai students mastering collective quantifiers is not clear. This is reflected in the fact that when using aggregate quantifiers, Thai students mainly use nominal-quantity collocations, and seldom use the structure of "numeral-shaped aggregate quantifier names" and the overlap of collective quantifiers. In the use of nominal collocation, Thai students use aggregate quantifiers and nouns collocation is single, followed by the noun collocation. This is a characteristic of the acquisition of collective quantifiers by Thai students. In this paper, the study of aggregate quantifiers is shallow, but the research on the structure of "numeral-form quantifier" and the overlapping of set quantifiers is not deep, which is the deficiency of this paper. If I have the opportunity, I will continue to study in depth.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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