泰国学生“不”、“没有”和“别”的习得偏误研究

发布时间：2019-06-05 02:35

【摘要】：“不”、“没有”和“别”是现代汉语中的常用否定副词,它们所构成的汉语否定结构情况比较复杂,泰语中不存在与这三者一一对应的副词,但泰语常用否定副词“(?)”的用法几乎涵盖了“不”、“没有”和“别”的用法。汉泰语否定副词之间的不完全对应,使泰国学习者经常混淆使用“不”、“没有”和“别”,即产生误代现象。以“(?)”为标记所构成的否定结构,形式较为单一,它几乎包含了所有的泰语否定表达形式,这也进一步增加了泰国学生学习汉语否定副词的难度。本文以泰语常用否定副词“(?)”和汉语中的“不”、“没有”和“别”作为研究对象,结合汉泰语言对比,通过系列研究法从语义和语法等方面研究,在泰国黎府中学以问卷调查的形式收集语料,定量统计调查结果并进行定性分析,较为科学地分析和归纳泰国学生学习“不”、“没有”和“别”的习得顺序、误代现象及产生的原因,进而提出有效的教学对策。全文分为四章。第一章绪论部分阐明了此文的选题意义,综述了目前国内外关于研究对象的一些相关研究并介绍了开展本调查所使用的一些方法；第二章分别分析了汉语否定副词“不”、“没有”和“别”的用法和所表达的语义以及泰语中以“(?)”为代表的几个常用否定副词的用法和所表达的语义；第三章从否定结构形式、语义特征和在句子中出现的位置等方面对比分析了“不”、“没有”“别”和以泰语中“(?)”为主儿个否定副词之间的异同；第四章,简述了问卷调查的过程,统计了调查结果,并进行了定量和定性分析,指出泰国学生“不”、“没有”和“别”的习得偏误类型及其产生的原因。笔者认为：在教学活动的因素方面,起主导作用的教师和处于主体地位的学生都会造成上述偏误,而作为教学内容的一些教材、教学大纲也会影响学生对“不”、“没有”、“别”和“(?)”的习得：在语言方面,汉语本身的难度、泰国学生对其简单规则的泛化和泰语的负迁移等都会引起误代。运用对比分析法将汉语的规则进行细化处理以充分发挥泰国学生母语的正迁移作用和场景模拟等教学对策都可以减少泰国学生“不”、“没有”和“别”的习得偏误。论文的最后指出了本文的缺陷和需要进一步研究的地方,并提出了汉语教学在泰国的展望。
[Abstract]:"No", "no" and "Bei" are commonly used negative adverbs in modern Chinese. The negative structure of Chinese composed of them is more complex. There are no adverbs corresponding to these three in Thai, but the negative adverbs "(?)" are commonly used in Thai. The usage of "no", "no" and "other" is almost covered by the usage of "no", "no" and "other". The incomplete correspondence between negative adverbs in Chinese and Thai makes Thai learners often confuse the use of "no", "no" and "other", that is to say, the phenomenon of missubstitution. With "(?)" The negative structure formed by the mark is relatively single in form, which contains almost all the negative expressions in Thai, which further increases the difficulty for Thai students to learn Chinese negative adverbs. In this paper, the negative adverb "(?)" is commonly used in Thai. With the Chinese "no", "no" and "other" as the research objects, combined with the comparison of Chinese and Thai languages, through a series of research methods from semantic and grammatical aspects, the corpus was collected in the form of a questionnaire survey in Li Fu Middle School, Thailand. The results of quantitative statistical survey and qualitative analysis are carried out to scientifically analyze and summarize the acquisition order, misgeneration and causes of Thai students' learning "no", "no" and "different", and then put forward effective teaching countermeasures. The full text is divided into four chapters. The first chapter expounds the significance of this topic, summarizes some related research on the research object at home and abroad, and introduces some methods used to carry out this survey. The second chapter analyzes the usage and semantics of the Chinese negative adverbs "no", "no" and "other", as well as the meaning of "(?)" in Thai. The usage and semantics of several commonly used negative adverbs represented by the third chapter are compared and analyzed from the aspects of negative structure form, semantic features and position in sentences, and "no", "no" and "(?)" in Thai. The similarities and differences between the negative adverbs of the subject and the son; In the fourth chapter, the process of questionnaire survey is briefly described, the survey results are counted, and the quantitative and qualitative analysis are carried out, and the types of acquisition errors of Thai students "no", "no" and "other" and their causes are pointed out. The author believes that in terms of the factors of teaching activities, the teachers who play a leading role and the students in the main position will cause the above errors, and as some teaching materials, the syllabus will also affect the students'"no" and "no". "Don't" and "(?)" In terms of language, the difficulty of Chinese itself, the generalization of its simple rules by Thai students and the negative transfer of Thai will lead to misgeneration. Using contrastive analysis to refine the rules of Chinese in order to give full play to the positive transfer role of Thai students' mother tongue and scene simulation can reduce the acquisition errors of Thai students'"no", "no" and "other". At the end of the paper, the defects of this paper and the places that need to be further studied are pointed out, and the prospect of Chinese teaching in Thailand is put forward.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

【共引文献】