蒙古族学生的汉语趋向动词偏误分析

发布时间：2018-03-12 12:18

本文选题：蒙古族学生　切入点：习得　出处：《吉林大学》2017年硕士论文　论文类型：学位论文

【摘要】：趋向动词是蒙古族学生学习汉语的语法难点之一。本文以蒙古族小学正在学习汉语的五、六年级学生在口语或书面语当中使用的趋向动词为研究对象,考察蒙古族学生趋向动词的使用情况和影响习得的因素,分析蒙古族学生习得趋向动词的偏误类型及其产生的原因,从而对蒙古族学生的趋向动词教学提出一些参考意见。通过考察笔者发现,五、六年级的蒙古族学生在学习和使用趋向动词时经常出现“来、去、上、下、进、出、回、起、开、上去、下来、下去、进来、进去、出来、出去、回来、回去、过来、过去、起来”的偏误。偏误出现的主要类型为趋向动词位置错误、趋向动词选择错误、趋向动词与其它词语搭配错误、趋向动词冗余等四类。产生偏误的原因主要有:母语负迁移影响和目的语掌握不熟;学生学习的主观因素;教师与教学方面的原因;文化的差异等五个方面。通过趋向动词偏误例句的分析,笔者认为五、六年级的蒙古族学生在学习和使用汉语趋向动词的过程当中,根据偏误产生的原因,提出了相应的教学对策:第一,减少母语负迁移影响,对造成偏误的原因、偏误的类型等要及时掌握并纠正。同时,加强蒙、汉语对比掌握,让蒙古族学生的汉语教师必须掌握充足的趋向动词相关的偏误语料,加强汉语和蒙古语的语法对比研究,前提是要培养双语教师,既懂蒙古语又熟练汉语的教师;第二,培养学生科学的学习策略,增加学生学习兴趣,给学生提供有利的语境,提高学生的表达能力和独立思考能力;第三,进一步完善教学方法,首先讲解内容的前后顺序、知识的重难点都应该教师根据教材合理安排,注重母语和目的语之间的区别,分别掌握其语法规则,避免同样的错误反复的出现。然后,结合教学目标和学生学习情况在课堂上坚持用汉语讲的原则,上课时让学生尽量用目的语沟通,注重语言应用能力,达到学以致用。本文从蒙古族学生趋向动词偏误例句入手,分析趋向动词的使用情况,归纳了趋向动词偏误的主要类型,阐述偏误的原因和规律,提出了相应的教学对策。主要包括五个部分:第一部分是绪论。主要介绍本文选题缘起,选题意义,研究范围,语料来源和研究方法,趋向动词的研究现状。第二部分是蒙古族学生学习汉语趋向动词语偏误料语与使用情况统计。第三部分是蒙古族学生习得汉语趋向动词的偏误类型。运用偏误分析理论归纳总结了蒙古族学生汉语趋向动词过程中出现的偏误类型,针对例句分析出趋向动词位置错误、选用错误、趋向动词与其它词语搭配错误、趋向动词冗余等偏误类型,并对例句作了详细的分析。第四部分是偏误原因分析及相应的教学对策。从蒙语和汉语,蒙古族学生自身因素,教学因素,文化差异等五个方面分析偏误原因。再根据偏误产生的原因提出了相应的教学策略。第五部分是结语。总结分析出来的结果,说明本文的创新点和不足点。
[Abstract]:Directional verb is one of the grammatical difficulties for Mongolian students to learn Chinese. This paper investigates the usage of directional verbs in Mongolian students and the factors affecting their acquisition, and analyzes the types of errors and the causes of the errors in the acquisition of directional verbs by Mongolian students. The author finds that the fifth and sixth grade Mongolian students often appear when they learn and use directional verbs. Open, up, down, down, in, in, out, out, back, back, back, come, past, get up. The main types of bias are directional verb position errors and directional verb selection errors. There are four kinds of errors in the collocation of directional verbs and other words, such as the redundancy of directional verbs. The main causes of errors are: negative transfer of mother tongue and unfamiliarity of target language, subjective factors of students' learning, teachers and teaching reasons; Through the analysis of the example sentence of directional verb, the author thinks that the Mongolian students in grade 5 and 6 are in the process of learning and using Chinese directional verb, according to the reasons of the error. The corresponding teaching countermeasures are put forward as follows: first, to reduce the influence of negative transfer of mother tongue, to grasp and correct the causes and types of errors in time, meanwhile, to strengthen the comparative mastery of Mongolian and Chinese. The Chinese teachers of Mongolian students must master sufficient errors related to directional verbs and strengthen the contrastive study of grammar between Chinese and Mongolian. The premise is to train bilingual teachers who understand both Mongolian and Chinese; second, Cultivate students' scientific learning strategies, increase students' interest in learning, provide students with favorable context, improve students' ability to express and think independently; third, further improve teaching methods, first explain the sequence of contents before and after, All the important and difficult points of knowledge should be arranged according to the teaching material, pay attention to the difference between mother tongue and target language, master their grammar rules separately, and avoid the repetition of the same mistakes. Then, According to the teaching goal and the students' learning situation, we should insist on the principle of speaking in Chinese in class, let the students communicate with the target language as far as possible in class, pay attention to the ability of language application, and achieve the purpose of learning. This article starts with the example sentence of the Mongolian students' tendency verb. This paper analyzes the usage of directional verbs, sums up the main types of errors of directional verbs, expounds the causes and rules of errors, and puts forward the corresponding teaching countermeasures. It mainly includes five parts: the first part is the introduction. The significance of the topic, the scope of the study, the source of the corpus and the research methods, The second part is the statistics of Mongolian students' learning Chinese directional verb errors and their usage. The third part is the error types of Mongolian students' acquisition of Chinese directional verbs. This paper sums up the types of errors in the process of Mongolian students' Chinese directional verbs. According to the analysis of example sentences, the errors in the position of directional verbs, in the selection of directional verbs, in collocation of directional verbs with other words, and in the redundancy of directional verbs are analyzed. It also makes a detailed analysis of the example sentences. Part 4th is the analysis of the causes of errors and the corresponding teaching countermeasures. From Mongolian and Chinese, Mongolian students' own factors, teaching factors, This paper analyzes the causes of errors from five aspects, such as cultural differences, and then puts forward the corresponding teaching strategies according to the causes of errors. Part 5th is the conclusion.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H193

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