现代汉语量词“只”的对外汉语教学研究

发布时间：2018-04-26 05:21

本文选题：对外汉语 + 量词　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：现代汉语中量词十分丰富,量词系统内部从不同的角度细分为不同的小类,有利于语言的准确表达。量词“只”是名量词中泛化程度较高的一个量词,使用频率高,用法也比较广泛。在对外汉语教学中,量词是一项重要的教学内容,也是教师教学和学生学习的难点之一,学习者由于受母语或目的语知识负迁移等因素影响,常常不能正确使用量词“只”,造成语言偏误。论文在此背景下,以量词“只”为研究对象,多角度探索其产生、发展和使用偏误情况。本文共分为六部分。绪论主要概述量词“只”的本体研究现状和量词“只”在对外汉语教学中的研究现状,通过对相关文献的梳理,了解目前学界对于量词及量词“只”的研究成果概况,并从中发现问题,获得启示;论文的相关研究工作则包括研究内容、研究方法、语料来源和创新之处等。第一章从历时的角度探讨量词“只”的产生及演变情况,在研究过程中以量词“只1”和“只2”为主线,列述并比较两个系统在不同时期的发展情况,并从总体上对其演变特点进行概括阐述。第二章从共时的角度研究量词“只”,主要介绍量词“只1”和“只2”的语义类别及语义特征、对名词性成分的选择以及与其他几个近义名量词如量词“口”“头”“条”等的对比情况,从语义上进一步了解量词“只”的使用范围、使用特点和难点。第三章从对外汉语教学角度继续研究,介绍了量词“只”使用偏误调查问卷的设计情况,对调查问卷的题型、调查方法、调查内容等作出解释,保证数据来源的科学性、可靠性,并对问卷结果作出统计分析。在此基础上,本文结合在HSK动态作文语料库中搜集整理到的有关量词“只”使用偏误的典型语例,总结出留学生在量词“只”习得过程中的四种偏误类型,并进一步分析了造成偏误的具体原因。第四章针对量词“只”的偏误类型和偏误原因,提出几点相应的教学策略和具体教学方法,旨在对量词“只”的对外汉语实际教学提供一些参考。结语是对于论文整体内容的梳理和总结。
[Abstract]:In modern Chinese, quantifiers are very rich, the quantifier system is subdivided into different subcategories from different angles, which is beneficial to the accurate expression of language. The classifier "only" is a classifier with high generalization in nominal-classifier, which is used frequently and widely used. In the teaching of Chinese as a foreign language, quantifiers are an important teaching content and one of the difficulties in teachers' teaching and students' learning. Due to the negative transfer of knowledge in their mother tongue or target language, learners are often unable to use classifiers "only" correctly. Cause language bias. Under this background, the paper takes the quantifier "only" as the research object, and probes into its producing, developing and using errors from various angles. This paper is divided into six parts. The introduction summarizes the research status of classifier "only" and the research status of classifier "only" in teaching Chinese as a foreign language. By combing the relevant literature, we can understand the research results of classifier and classifier "only" in academic circles at present. The related research work includes research contents, research methods, corpus sources and innovations. The first chapter discusses the emergence and evolution of the classifier "only" from a diachronic point of view. In the course of the research, the author lists and compares the development of the two systems in different periods with the quantifier "only 1" and "only 2" as the main line. And from the overall evolution of the characteristics of the general elaboration. The second chapter studies the classifier "only" from a synchronic point of view, mainly introduces the semantic categories and semantic characteristics of the classifiers "only 1" and "only 2". The selection of nominal components and the comparison with other synonymous classifiers such as "mouth", "head" and "bar", etc., are compared to further understand the scope, characteristics and difficulties of the use of classifier "only" from the semantic point of view. The third chapter continues to study from the angle of teaching Chinese as a foreign language, introduces the design of the questionnaire of the quantifier "only" using bias, explains the type, method and content of the questionnaire, so as to ensure the scientific nature of the data source. Reliability, and statistical analysis of the results of the questionnaire. On this basis, combined with the typical examples of classifier "only" using errors collected in the HSK dynamic composition corpus, this paper summarizes four types of errors in the acquisition of classifier "only" by foreign students. And further analysis of the specific causes of bias. In the fourth chapter, aiming at the types and causes of errors of classifier "only", the author puts forward some corresponding teaching strategies and specific teaching methods in order to provide some references for the practical teaching of "only" in teaching Chinese as a foreign language. The conclusion is a summary of the whole content of the thesis.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

【参考文献】