發(fā)布時(shí)間：2018-05-07 00:25

  本文選題：前后 + 左右��； 參考：《廣西民族大學(xué)》2017年碩士論文

【摘要】：概數(shù)助詞“前后”、“左右”、“上下”是日常生活中人們?cè)诒磉_(dá)約量義時(shí)使用頻率較高的一組詞,它們的語(yǔ)義和用法廣泛多樣,彼此之間既相互區(qū)別又相互聯(lián)系,容易引起混淆。本文以泰國(guó)學(xué)生漢語(yǔ)概數(shù)助詞“前后”“左右”“上下”的習(xí)得情況為研究對(duì)象,以廣西民族大學(xué)國(guó)際教育學(xué)院泰國(guó)留學(xué)生以及泰國(guó)東北部廊磨喃蒲府披塔亞坎中學(xué)在泰漢語(yǔ)學(xué)習(xí)者為調(diào)查對(duì)象,對(duì)比母語(yǔ)者使用這三個(gè)概數(shù)助詞的情況,調(diào)查分析了泰國(guó)學(xué)生在學(xué)習(xí)這三個(gè)概數(shù)助詞時(shí)出現(xiàn)的問題,構(gòu)擬了泰國(guó)學(xué)生習(xí)得這三個(gè)概數(shù)助詞的習(xí)得順序。通過(guò)對(duì)泰國(guó)學(xué)習(xí)者在使用“前后”“左右”“上下”表達(dá)約量義時(shí)出現(xiàn)的偏誤的調(diào)查,我們發(fā)現(xiàn)除了這三個(gè)詞本身的語(yǔ)義復(fù)雜性外,教師的教學(xué)方法,學(xué)習(xí)者的學(xué)習(xí)策略以及態(tài)度等因素也影響著學(xué)習(xí)者的學(xué)習(xí)效果。通過(guò)對(duì)泰國(guó)漢語(yǔ)學(xué)習(xí)者概數(shù)助詞“前后”“左右”“上下”的習(xí)得情況做出完整系統(tǒng)的考察,我們希望能為今后的進(jìn)一步深入研究打下基礎(chǔ),同時(shí)也希望能為對(duì)外漢語(yǔ)教學(xué)提供一些參考和借鑒。全文共分為六個(gè)部分,第一部分為緒論,主要介紹了本文的研究背景與緣由、研究目的與意義、語(yǔ)料來(lái)源與研究方法以及已有的相關(guān)研究。第二部分為本文的第一章,主要內(nèi)容是基于對(duì)語(yǔ)料庫(kù)中的語(yǔ)料及問卷結(jié)果的收集和統(tǒng)計(jì),并對(duì)泰國(guó)學(xué)生漢語(yǔ)概數(shù)助詞“前后”“左右”“上下”的習(xí)得正誤情況及使用傾向情況進(jìn)行了分析。第三部分為第二章,根據(jù)前文的調(diào)查結(jié)果,對(duì)泰國(guó)學(xué)生使用漢語(yǔ)概數(shù)助詞“前后”“左右”“上下”的情況進(jìn)行偏誤類型及成因分析。第四部分為第三章,主要是母語(yǔ)者漢語(yǔ)概數(shù)助詞“前后”“左右”“上下”使用情況的考察,與泰國(guó)學(xué)生使用傾向進(jìn)行對(duì)比,構(gòu)擬出泰國(guó)學(xué)生對(duì)這三個(gè)詞的習(xí)得順序。第五部分為第四章,通過(guò)前文的研究,結(jié)合教學(xué)實(shí)際,從習(xí)得研究、教材編寫、教學(xué)方法以及學(xué)生自身因素等方面提出了教學(xué)建議。第六部分為全文結(jié)語(yǔ)。
[Abstract]:The approximate auxiliary words "before and after", "left and right", "up and down" are a group of words that people use more frequently in their daily life. They have a wide variety of semantics and usages, and they are both different from each other and interrelated with each other. It is easy to cause confusion. This paper takes Thai students' acquisition of Chinese approximate auxiliary word "before and after", "left and right" and "up and down" as the object of study. Taking Thai students from the School of International Education, Guangxi University for nationalities, and Thai Chinese learners at the Piitayakan Middle School in Langmun Pu, northeastern Thailand, as the subjects, we compared the use of these three approximate auxiliary words by native speakers. This paper investigates and analyzes the problems of Thai students in learning these three approximate auxiliary words, and constructs the acquisition order of these three approximate auxiliary words for Thai students. Through the investigation of errors that occur when Thai learners use "before and after" and "up and down", we find that in addition to the semantic complexity of the three words themselves, the teaching methods of teachers are also discussed. Learners' learning strategies and attitudes also affect learners' learning effects. By making a complete and systematic investigation on the acquisition of Thai Chinese learners' approximate auxiliary words "before and after", "left and right" and "up and down", we hope to lay a foundation for further in-depth research in the future. At the same time, I also hope to provide some reference and reference for teaching Chinese as a foreign language. This paper is divided into six parts. The first part is the introduction, mainly introduces the research background and reason, the purpose and significance of the research, the source of the corpus and the research methods, as well as the existing relevant research. The second part is the first chapter of this paper, which is based on the collection and statistics of the corpus data and the results of the questionnaire. This paper also analyzes the right and wrong situation of Thai students' acquisition of the Chinese approximate auxiliary word "before and after" and "left and right" and "upper and lower levels". The third part is the second chapter, according to the previous investigation results, the author analyzes the error types and causes of Thai students' use of the Chinese approximate auxiliary "before and after" and "left" and "up and down". The fourth part is the third chapter, which mainly studies the use of the Chinese approximate auxiliary word "before and after", "left and right" and "up and down" of native speakers, contrasts with the Thai students' tendency to use, and constructs the acquisition order of these three words by Thai students. The fifth part is the fourth chapter, through the previous research, combined with the teaching practice, from the acquisition research, textbook compilation, teaching methods and students themselves, and other aspects of teaching suggestions. The sixth part is the conclusion of the full text.
【學(xué)位授予單位】：廣西民族大學(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)：1854585