發(fā)布時(shí)間：2018-03-10 13:36

  本文選題：蒙古國(guó)留學(xué)生　切入點(diǎn)：能愿動(dòng)詞　出處：《內(nèi)蒙古師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：在現(xiàn)代漢語(yǔ)中,能愿動(dòng)詞也叫助動(dòng)詞,是一類較特殊的動(dòng)詞。漢語(yǔ)能愿動(dòng)詞在對(duì)外漢語(yǔ)教學(xué)中占據(jù)著重要的位置。通過(guò)教學(xué)實(shí)踐中與蒙古國(guó)留學(xué)生的交流,筆者經(jīng)�？梢园l(fā)現(xiàn)他們因漢語(yǔ)能愿動(dòng)詞的錯(cuò)誤應(yīng)用而導(dǎo)致的語(yǔ)義表達(dá)不清的情況。因此,本文以初級(jí)階段蒙古國(guó)留學(xué)生為研究對(duì)象,采用問(wèn)卷調(diào)查法對(duì)他們使用漢語(yǔ)能愿動(dòng)詞的情況進(jìn)行了調(diào)查分析,并且對(duì)調(diào)查結(jié)果進(jìn)行了歸類。調(diào)查結(jié)果顯示他們對(duì)漢語(yǔ)能愿動(dòng)詞的使用出現(xiàn)了諸多偏誤。為了幫助蒙古國(guó)留學(xué)生正確地運(yùn)用漢語(yǔ)能愿動(dòng)詞,同時(shí)為對(duì)外漢語(yǔ)能愿動(dòng)詞的教學(xué)提供可行的教學(xué)方法和策略,本文根據(jù)蒙古國(guó)留學(xué)生在日常交流中經(jīng)常使用的漢語(yǔ)能愿動(dòng)詞,把“能、會(huì)、可以、想、要”五個(gè)漢語(yǔ)能愿動(dòng)詞作為研究對(duì)象,從而探究偏誤原因,提出教學(xué)策略。本文由緒論、正文和結(jié)論組成。緒論部分首先闡述了研究漢語(yǔ)能愿動(dòng)詞的目的及意義,之后對(duì)現(xiàn)有的研究成果進(jìn)行了綜述,最后說(shuō)明了研究?jī)?nèi)容以及研究方法。正文包括四部分的內(nèi)容。第一部分為蒙古國(guó)留學(xué)生漢語(yǔ)能愿動(dòng)詞習(xí)得狀況調(diào)查。本部分主要通過(guò)問(wèn)卷調(diào)查蒙古國(guó)留學(xué)生習(xí)得漢語(yǔ)能愿動(dòng)詞出現(xiàn)的偏誤。第二部分對(duì)蒙古國(guó)留學(xué)生漢語(yǔ)能愿動(dòng)詞的使用偏誤進(jìn)行了分類。這部分通過(guò)對(duì)第一部分中調(diào)查結(jié)果的分析,把蒙古國(guó)留學(xué)生使用漢語(yǔ)能愿動(dòng)詞的偏誤總結(jié)為四類:漢語(yǔ)能愿動(dòng)詞的詞義混淆、漢語(yǔ)能愿動(dòng)詞的位置不當(dāng)、漢語(yǔ)能愿動(dòng)詞的遺漏以及漢語(yǔ)能愿動(dòng)詞的誤加。第三部分分析造成偏誤的主要原因,即:漢語(yǔ)能愿動(dòng)詞詞義豐富、語(yǔ)義交叉,母語(yǔ)的負(fù)遷移,對(duì)目的語(yǔ)知識(shí)的套用以及教學(xué)方式與方法的影響。第四部分就造成偏誤的四種原因提出了對(duì)蒙古國(guó)留學(xué)生漢語(yǔ)能愿動(dòng)詞習(xí)得的教學(xué)策略,包括加強(qiáng)漢語(yǔ)能愿動(dòng)詞的對(duì)比分析研究,注重常見(jiàn)偏誤的歸類總結(jié)以及教學(xué)方式方法的改進(jìn)。結(jié)論部分重申了漢語(yǔ)能愿動(dòng)詞在對(duì)外漢語(yǔ)教學(xué)中的重要位置,同時(shí)對(duì)本文取得的成果以及不足作了總結(jié)。
[Abstract]:In modern Chinese, can wish verb is also called auxiliary verb, which is a kind of special verb. Chinese can wish verb plays an important role in teaching Chinese as a foreign language. The author can often find that their semantic expression is not clear because of the wrong application of the verbs in Chinese. Therefore, this paper takes the Mongolian students in the primary stage as the objects of study. A questionnaire survey was conducted to investigate their use of Chinese votive verbs. The results of the investigation show that there are many errors in the use of the verbs. In order to help the Mongolian students use the verbs correctly, At the same time, it provides a feasible teaching method and strategy for the teaching of the verbs in Chinese as a foreign language. According to the Chinese verb of "can, can, can, think," which is often used by Mongolian students in their daily communication, This paper is composed of introduction, text and conclusion. In the introduction part, the purpose and significance of studying Chinese can wish verbs are first expounded. Then the existing research results are summarized. The first part is a survey of the acquisition of Chinese capacitive verbs by Mongolian students. This part is mainly based on a questionnaire survey of Mongolian students' acquisition of verbs. The second part classifies the errors in the use of the verbs in Mongolian students. This part is based on the analysis of the results of the investigation in the first part. In this paper, the errors in the use of Chinese verbs by Mongolian students are summarized into four categories: the confusion of the meanings of the verbs in Chinese and the improper placement of the verbs in Chinese. The third part analyzes the main causes of the errors, that is, the Chinese can wish verbs have rich meanings, semantic crossover, and negative transfer of their mother tongue. In the 4th part, the author puts forward the teaching strategies for the acquisition of the verbs of the Mongolian students in the Chinese language, which are caused by the four causes of the errors, as well as the influence of the usage of the target language knowledge and the teaching methods and methods. It includes strengthening the contrastive analysis of the verbs of Chinese ability and wish, focusing on the classification of common errors and the improvement of teaching methods. The conclusion part reiterates the important position of the verbs of Chinese can wish in teaching Chinese as a foreign language. At the same time, the achievements and shortcomings of this paper are summarized.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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本文編號(hào)：1593575