越南学生汉语量词偏误略论Error analysis of Vietnamese students in Chinese 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，越语论文，内容请直接查看目录。） 不管在汉语里照样在越南语里，量词都是一个运用频率较高的主要词类。汉、越两种说话中量词的用法有同有异，招致越南先生在习得汉语量词时不免涌现一些偏误。本文彩用查询拜访问卷体系汇集越南先生汉语量词偏误的有关材料和数据，从中归纳综合越南先生汉语量词的偏误率、偏误偏向和偏误类型，剖析偏误缘由，在此基本上提出量词教授教养的一些建议，越语论文，不只有助于促进越南先生对汉语量词的认知，进步对越南先生汉语量词教授教养的后果，并且可认为汉语第二说话习得研究供给有价值的个案材料。本研究重要采取比较剖析法、问卷查询拜访法和偏误剖析法。在比较剖析实际指点下，本文对汉语和越南语量词分类、语义特点、语法功效和用法停止了体系、深刻的比拟，找出两者的差异，借以探访越南进修者汉语量词的习得难点和偏误缘由。为懂得越南先生运用汉语量词的情形及罕见的偏误，我们以汉语45个甲级量词为考核词项，编制了一份测试问卷，对50位越南先生停止了问卷查询拜访，并采取excel对问卷数据停止了统计。偏误剖析法是本文最重要的研究办法。本文研究发明，越南先生特别是中级程度的先生习得汉语量词进程中，偏误率最高的量词是：回(95％)，根(93%)，块(91%)，号(90%)，张(84%)。它们的偏误偏向分离为：个(49％)，条(49%)，把(51%)，座(88%)，盘(47%)。越南先生汉语量词偏误的重要类型有：(1)音近型；(2)义近型；(3)形似型；(4)量词“个”泛用的偏误。形成越南汉语先生汉语量词偏误的缘由重要有以下三个方面：(1)母语负迁徙；(2)目标语负迁徙的搅扰；(3)进修情况不良。我们建议，第一，增强越南进修者汉语量词教授教养的应用研究；第二，改良汉语教材的编写任务；第三，在对中级程度越南先生停止汉语量词教授教养时，应当留意以下几个方面：精确性为根本请求；赞助先生战胜母语负迁徙；赞助先生战胜目标语搅扰。 Abstract: No matter in Chinese or in Vietnamese, quantifiers are the main lexical category of a high frequency application. Han, the use of two quantifiers in talking with the same and different, resulting in Vietnam Mr. in the acquisition of Chinese measure words inevitably emerge some errors. This paper uses survey questionnaire system Vietnam Mr. Chinese quantifiers bias related material and data collection, summarized from comprehensive Mister Vietnam Chinese classifier error rate, error bias and error types, analysis of error reason, on this basis, some suggestions are put forward for the quantifier teaching, not only to promote the awareness of Chinese classifiers Vietnam Mr., progress of Vietnam Mr. Chinese quantifiers teaching consequences and that Chinese second speech acquisition studies provide a valuable case materials. This research is important to take the comparative analysis, questionnaire survey method and error analysis method. In the comparative analysis of practical guidance, this paper on Chinese and Vietnamese classifiers, semantic features, grammatical functions and usage stopped system, the profound comparison, so as to find out their similarities and differences, in order to visit Vietnam to study Chinese measure words acquisition difficulty and error reason. To understand Vietnam Mr. Chinese quantifiers and rare bias, we Chinese 45 grade a quantifier assessment, the preparation of the a test questionnaire, to 50 Vietnamese Mr. stopped questionnaire visit, and take excel on the questionnaire data stopped counting. Error analysis is the most important research method in this paper. This paper considers to discover, Vietnam Mr. especially intermediate degree of MR acquisition Chinese quantifiers in the process, error rate highest quantifier is back (95%), root (93%), block (91%), number (90%), Zhang (84%). Their bias errors were separated into: (49%), (49%), (51%), block (88%), (), (47%). Important types of Vietnam Mr. Chinese classifier errors are: (1) the sound; (2) semantic type; (3) the shape type; (4) with a Quantifier "pan" errors. Formation of Vietnamese Chinese Mr. Chinese quantifiers error reason basically has the following three aspects: (1) negative migration; (2) the target language negative transfer of trouble; (3) learning environment is bad. We suggest that the first, enhance the Vietnamese learners of Chinese quantifiers teaching the use of discussion; second, improvement of Chinese teaching materials for the preparation of the mission; third, to intermediate level Vietnam Mr. stop of measure words in Chinese teaching in the shall pay attention to the following aspects: accuracy of the request; sponsored Mr. overcome L1 Negative Transfer, sponsored by Mr. overcome the interference of the target language. 目录: |
