本文選題：蒙古族學生　切入點：習得　出處：《吉林大學》2017年碩士論文　論文類型：學位論文

【摘要】：趨向動詞是蒙古族學生學習漢語的語法難點之一。本文以蒙古族小學正在學習漢語的五、六年級學生在口語或書面語當中使用的趨向動詞為研究對象,考察蒙古族學生趨向動詞的使用情況和影響習得的因素,分析蒙古族學生習得趨向動詞的偏誤類型及其產生的原因,從而對蒙古族學生的趨向動詞教學提出一些參考意見。通過考察筆者發現,五、六年級的蒙古族學生在學習和使用趨向動詞時經常出現“來、去、上、下、進、出、回、起、開、上去、下來、下去、進來、進去、出來、出去、回來、回去、過來、過去、起來”的偏誤。偏誤出現的主要類型為趨向動詞位置錯誤、趨向動詞選擇錯誤、趨向動詞與其它詞語搭配錯誤、趨向動詞冗余等四類。產生偏誤的原因主要有:母語負遷移影響和目的語掌握不熟;學生學習的主觀因素;教師與教學方面的原因;文化的差異等五個方面。通過趨向動詞偏誤例句的分析,筆者認為五、六年級的蒙古族學生在學習和使用漢語趨向動詞的過程當中,根據偏誤產生的原因,提出了相應的教學對策:第一,減少母語負遷移影響,對造成偏誤的原因、偏誤的類型等要及時掌握并糾正。同時,加強蒙、漢語對比掌握,讓蒙古族學生的漢語教師必須掌握充足的趨向動詞相關的偏誤語料,加強漢語和蒙古語的語法對比研究,前提是要培養雙語教師,既懂蒙古語又熟練漢語的教師;第二,培養學生科學的學習策略,增加學生學習興趣,給學生提供有利的語境,提高學生的表達能力和獨立思考能力;第三,進一步完善教學方法,首先講解內容的前后順序、知識的重難點都應該教師根據教材合理安排,注重母語和目的語之間的區別,分別掌握其語法規則,避免同樣的錯誤反復的出現。然后,結合教學目標和學生學習情況在課堂上堅持用漢語講的原則,上課時讓學生盡量用目的語溝通,注重語言應用能力,達到學以致用。本文從蒙古族學生趨向動詞偏誤例句入手,分析趨向動詞的使用情況,歸納了趨向動詞偏誤的主要類型,闡述偏誤的原因和規律,提出了相應的教學對策。主要包括五個部分:第一部分是緒論。主要介紹本文選題緣起,選題意義,研究范圍,語料來源和研究方法,趨向動詞的研究現狀。第二部分是蒙古族學生學習漢語趨向動詞語偏誤料語與使用情況統計。第三部分是蒙古族學生習得漢語趨向動詞的偏誤類型。運用偏誤分析理論歸納總結了蒙古族學生漢語趨向動詞過程中出現的偏誤類型,針對例句分析出趨向動詞位置錯誤、選用錯誤、趨向動詞與其它詞語搭配錯誤、趨向動詞冗余等偏誤類型,并對例句作了詳細的分析。第四部分是偏誤原因分析及相應的教學對策。從蒙語和漢語,蒙古族學生自身因素,教學因素,文化差異等五個方面分析偏誤原因。再根據偏誤產生的原因提出了相應的教學策略。第五部分是結語。總結分析出來的結果,說明本文的創新點和不足點。
[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.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H193

【參考文獻】

相關期刊論文 前10條

1 包建華;;蒙古族學生學習漢語量詞的偏誤分析[J];北方文學(下半月);2012年05期

2 董華榮;鄭培華;;少數民族學生漢語語法學習中的偏誤分析[J];和田師范專科學校學報;2011年04期

3 塔·達麗加;;蒙古族學生學習漢語補語偏誤分析及對策[J];新疆職業大學學報;2009年02期

4 陳莉;;二語習得中的偏誤分析[J];新鄉教育學院學報;2008年02期

5 包雙喜;;蒙古國學生漢語偏誤分析[J];漢語學習;2007年04期

6 馬玉汴;;趨向動詞的認知分析[J];漢語學習;2005年06期

7 德力格爾瑪;漢語帶結果補語的述補結構在蒙古語中的表達形式[J];中央民族大學學報;2005年05期

8 蔡曉,牛太清;漢語作為第二語言偏誤研究綜觀[J];零陵學院學報;2005年03期

9 邢福義;“起去”的普方古檢視[J];方言;2002年02期

10 肖奚強;略論偏誤分析的基本原則[J];語言文字應用;2001年01期

相關博士學位論文 前3條

1 朝吉勒瑪;漢語趨向補語在蒙古語中的對應方法[D];武漢大學;2011年

2 李菡幽;基于學習策略的漢語作為第二語言語法偏誤研究[D];福建師范大學;2011年

3 金道榮;論阿爾泰語法背景下的漢語“把”字句偏誤的生成機制與教學對策[D];北京大學;2010年

相關碩士學位論文 前3條

1 王坤;韓國學生習得漢語狀語語序偏誤分析[D];吉林大學;2013年

2 巴圖扎雅;蒙古學生漢語介詞習得偏誤分析及對策研究[D];復旦大學;2013年

3 魏威;蒙古族小學生漢語語法學習偏誤分析及教學策略研究[D];中央民族大學;2009年

，

本文編號：1601527