蒙古学生汉语介词习得偏误分析及对策研究

发布时间：2018-06-21 15:30

本文选题：蒙古学生 + 汉语介词　；参考：《复旦大学》2013年硕士论文

【摘要】：汉语的词没有形态变化,一般用虚词表示语法功能。介词是汉语虚词的一个类。介词在汉语教学中占据非常重要的地位,汉语介词的数目不多,但是使用频率比较高,而且汉语介词在句子中的意义、作用、用法等方面比较复杂。正确地掌握介词更是他们学习汉语的时候遇到的最大的难题之一。对于蒙古国汉语学习者来说,蒙汉两种语言系属不同,在蒙古语当中完全没有介词这样的词类。在蒙古语当中汉语介词可以用蒙古语格、后置词或助动词来表示。而两者往往不是简单的一对一的关系,所以蒙古学生学习汉语介词的时候,经常出现介词使用错误。目前针对蒙古学生介词习得的研究比较少。本文主要讨论蒙古学生介词习得情况及分析蒙古学生介词习得的偏误类型及偏误原因,从而为对蒙古学生的汉语介词教学提出一些可供参考的建议。方法是以实地蒙古学生汉语介词偏误调查为根据,以语义为中心,以语法为考察项,进行蒙汉语言对比,并在此基础上分析蒙古国汉语学习者介词习得偏误。本研究所调查的介词一共47个,其中选取偏误率比较高的12个介词进行考察分析。考察发现介词偏误比较突出的主要有以下四种类型：介词混用；介词缺失；介词冗余；介词错位。介词偏误的主要原因是母语负迁移的影响、介词本身的难度,并且这和教学和教材的原因是分不开的。针对这些偏误,我们提出了一些教学对策：重视汉语介词的教学,尤其是重点、详细、具体地讲解同类介词的用法和异同；有针对性地加强介词与相关成分的语序的讲解与操练,尤其是与蒙古语有差异的部分；加强蒙古语和汉语语法对比研究；要尽快解决针对蒙古国汉语学习者的专门教材建设问题。
[Abstract]:There is no morphological change in Chinese words, and function words are generally used to express grammatical functions. Prepositions are a class of Chinese function words. Prepositions play a very important role in Chinese teaching. The number of prepositions in Chinese is small, but the frequency of prepositions is high, and the meaning, function and usage of prepositions in sentences are complicated. To master prepositions correctly is one of the biggest problems they encounter when learning Chinese. For Mongolian Chinese learners, Mongolian and Chinese belong to different languages, and there are no prepositions in Mongolian. In Mongolian, Chinese prepositions can be expressed as Mongolian cases, postpositions or auxiliary verbs. Therefore, Mongolian students often make mistakes in the use of prepositions when learning Chinese prepositions. At present, there are few researches on Mongolian students' preposition acquisition. This paper mainly discusses the acquisition of prepositions by Mongolian students and analyzes the types and causes of errors in the acquisition of prepositions by Mongolian students so as to provide some suggestions for the teaching of Chinese prepositions in Mongolian students. The method is based on the investigation of Chinese preposition errors of Mongolian students in the field, taking semantics as the center and grammar as the inspection items, and then analyzing the errors in the acquisition of prepositions by Mongolian Chinese learners. In this study, 47 prepositions were investigated, among which 12 prepositions with high error rate were selected for investigation and analysis. The main types of preposition errors are as follows: preposition mixing; preposition deletion; preposition redundancy; preposition dislocation. The main reason of preposition error is the influence of negative transfer of mother tongue, the difficulty of preposition itself, and the reason of teaching and teaching material. In view of these errors, we put forward some teaching countermeasures: pay attention to the teaching of Chinese prepositions, especially focus, explain the usage and similarities and differences of similar prepositions in detail; To strengthen the explanation and practice of the word order of prepositions and related components, especially the parts which are different from Mongolian, to strengthen the contrastive study of Mongolian and Chinese grammar; The construction of special textbooks for Mongolian Chinese learners should be solved as soon as possible.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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