美国学生习得汉语概数词偏误分析研究

发布时间：2018-03-18 10:08

本文选题：概数词　切入点：偏误　出处：《中央民族大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着社会的发展,单纯的数字已经不能满足人类表达数量的需要,于是概数词应运而生。概数词反映了中华民族含蓄内敛的文化性格,但对美国学生而言变成了学习的难点,很多美国学生在使用概数词时出现了大量的偏误。目前概数词的研究主要集中在本体领域,对外汉语方面的研究较少,分国别研究更是凤毛麟角,这就不能为面对美国学生的对外汉语教师和学习概数词的美国学生提供理论支持,因此笔者首先分析现代汉语常用的概数词。通过汉英概数表达方式的对比,分出汉语概数词的难度等级。为了更好地检测美国学生在习得概数词时出现的偏误,笔者采用调查问卷的方法来检测美国学生习得概数词出现的偏误种类。分析出现偏误的原因,有针对性地为对外汉语教师提供一些教学建议。本文分为四个部分。第一个部分是前言,主要介绍了本文的研究缘由、研究现状和综述、前人研究出现的问题以及研究方法。第二个部分研究现代汉语常用概数词。本文研究母语为非汉语的美国学生习得汉语概数词的情况,需要根据对外汉语教学需要的难易程度和常用程度选择汉语表达概数的词。以美国学生使用汉语常见概数词的表现为标准确定汉语概数表达方式的种类和数量,在现代汉语的范围内研究这些汉语概数词的句法、语义和语用特征。第三个部分是汉外对比研究。根据对比分析理论分出汉语概数词难度等级,预测汉语概数词习得难点。为了更好地研究美国学生习得汉语概数词出现的偏误,笔者根据总结出的汉语概数词的句法、语义和语用特征设计调查问卷,从而研究分析美国学生习得概数词出现的偏误类型及其原因。最后针对美国学生习得汉语概数词的特点,为对外汉语教师提供一些教学策略。第四个部分是结语。总结美国学生出现的偏误类型,包括错序、杂糅和误用三种类型。根据偏误类型分析偏误产生的原因,分别是母语负迁移、目的语知识负迁移、学习策略交际策略的影响、学习环境的影响和文化因素的影响。为教师和学生提供教学策略和学习策略。
[Abstract]:With the development of society, the simple number can no longer meet the need of human expression, so the estimate has come into being. The estimate reflects the implicit cultural character of the Chinese nation, but for American students, it has become a difficult point in learning. Many American students have a large number of errors in the use of approximate words. At present, the study of approximate words is mainly concentrated in the field of ontology, while the study of Chinese as a foreign language is less, and the study of different countries is even rarer. This cannot provide theoretical support for American students' teachers of Chinese as a foreign language and for American students who are learning approximate words. Therefore, the author first analyzes the commonly used approximate words in modern Chinese. In order to better detect the errors in the acquisition of approximate words by American students, The author uses the questionnaire to detect the types of errors that occur in the acquisition of general words by American students, and analyzes the reasons for the errors. This paper is divided into four parts. The first part is the preface, which mainly introduces the research reason, the present situation and the summary of this paper. In the second part, we study the commonly used approximate words in modern Chinese. This paper studies the acquisition of Chinese approximate words by American students whose mother tongue is non-Chinese. According to the degree of difficulty and the degree of common use of teaching Chinese as a foreign language, we need to select the words that express the approximate number in Chinese. According to the expression of the common approximate words in Chinese used by American students, we should determine the types and quantities of the expressions of approximate numbers in Chinese. In the scope of modern Chinese, the syntactic, semantic and pragmatic characteristics of these Chinese approximate words are studied. The third part is a contrastive study of Chinese and foreign languages. According to the theory of contrastive analysis, the degree of difficulty of Chinese approximate words is classified. In order to better study the errors in the acquisition of Chinese approximate words by American students, the author designs a questionnaire according to the syntactic, semantic and pragmatic features of the Chinese approximate words. This paper analyzes the types and causes of errors in the acquisition of approximate words by American students. Finally, it aims at the characteristics of the acquisition of approximate words in Chinese by American students. To provide some teaching strategies for TCFL teachers. The fourth part is the conclusion. It summarizes the types of errors that appear in American students, including misorder, hybridity and misuse. According to the types of errors, the causes of errors are analyzed. They are the negative transfer of mother tongue, the negative transfer of target language knowledge, the influence of learning strategies and communicative strategies, the influence of learning environment and the influence of cultural factors, which provide teachers and students with teaching strategies and learning strategies.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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