中高级阶段泰国学生使用“了”的偏误研究

发布时间：2018-09-06 07:32

【摘要】：“了”是现代汉语高频常用虚词,因其语法意义较为复杂,是汉语作为第二语言教学的一个难点,也是泰国学生比较容易出错的词,若泰国学生没有真正掌握“了”字的使用规则,生搬硬套,就会导致在实际使用中出现“了”的缺失、多余、使用不当、回避使用等各类偏误。关于“了”字,许多学者做过深入的研究,从不同的角度对其表达功能、语义指向、主观评价等方面进行探讨。本文根据前人对动态助词“了1”和语气词“了2”的研究成果,结合泰国中高级阶段的学生对“了1”和“了2”的使用情况,总结归纳出泰国学生在学习“了”时的偏误类型、学习难点及产生偏误的原因。最后,根据泰国学生的学习特点提出相应的教学对策。本文共分为六章：第一章提出了选题缘由,进行研究综述。第二章分类探讨动态助词“了1”和语气词“了2”的使用规则、使用难点和易错点。第三章对中高级阶段的泰国学生使用汉语“了”的偏误现象进行考察。通过搜集泰国留学生的作业、测试、问卷,对其学习动态助词“了1”和语气词“了2”的情况进行分析。通过归纳分析,得知泰国学生对“了2”的用法更熟悉,而“了1”往往会使用回避政策。第四章针对泰国学生产生“了”字偏误的原因进行分析,从母语负迁移,目的语规则的过度概括,学习者的学习策略和个体差异,教材编排和教师讲解失误五个方面入手探究产生偏误的原因。第五章提出主要的教学策略,根据泰国学生的学习特点从教学方法,教学设计,练习设计三个方面进行分析说明。第六章结语。
[Abstract]:"er" is a frequently used function word in modern Chinese, because of its complicated grammatical meaning, it is a difficult point in the teaching of Chinese as a second language, and it is also a word that students in Thailand are prone to make mistakes. If the Thai students do not really master the rules of the use of the word "has" and copy it mechanically, it will lead to the absence of "has" in actual use, superfluous, improper use, avoidance and other errors. As for the word "has", many scholars have done in-depth research, from different angles to discuss its expression function, semantic direction, subjective evaluation and so on. According to the previous research results of dynamic auxiliary "1" and modal word "2", combined with the use of "1" and "2" of students in middle and advanced stage in Thailand, The types of errors, the learning difficulties and the causes of errors in the study of Thai students are summarized. Finally, according to the learning characteristics of Thai students, the corresponding teaching countermeasures are put forward. This paper is divided into six chapters: the first chapter puts forward the reason of choosing the topic and summarizes the research. The second chapter discusses the usage rules, difficulties and error-prone points of dynamic auxiliary "1" and modal word "2". The third chapter investigates the errors in the use of Chinese by Thai students in middle-and-advanced stage. By collecting the assignments, tests and questionnaires of the Thai students, this paper analyzes the situation of their learning dynamic auxiliary "1" and the modal word "2". Through inductive analysis, we know that Thai students are more familiar with the use of "2", and that "1" often uses avoidance policy. The fourth chapter analyzes the causes of the errors in Thai students, including negative transfer of mother tongue, over-generalization of target language rules, learners' learning strategies and individual differences. This paper explores the causes of errors in teaching material arrangement and teacher explanation in five aspects. The fifth chapter puts forward the main teaching strategies, according to the learning characteristics of Thai students from the teaching method, teaching design, practice design three aspects of analysis and explanation. Chapter VI conclusion.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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