越南学生学习汉语心理动词偏误略论The analysis of psychological verbs in Vietnamese students learning Chinese 摘要:（摘要内容经过系统自动伪原创处理以避免复制，越南语毕业论文，下载原文正常，内容请直接查看目录。） 动词一向是句子表达和运用的焦点，在全部句子的表达进程中谁人起到了无足轻重的感化。是以，可否懂得动词的意思和控制好动词的用法就会直接作用到对全部句子的运用和懂得。动词中有一类运用频率异常高的动词，叫做心思动词，这类动词也是对外汉语先生轻易失足的一个难点。每种说话，文明内在和其心思认知都存在难舍难分的关系。对每种说话来讲，意义和用法上都有差别。好比说行动动词，它的语义很明白然则照样经常涌现在乎义和语句润饰的异同。所以表现人心坎的认知，情绪之类的心思动词更庞杂。所以，本国先生在进修汉语心思动词的进程中很轻易涌现偏误，一向对中国文明充斥求知愿望的我（越南先生）也是如斯。从这类情形动身，笔者决议从越南先生进修汉语的很多偏误景象中，拔取心思动词作为研究对象，并加以阐述。本文对古代汉语和越南语心思动词词义及句法功效停止查询拜访研究，并指出越南先生进修汉语心思动词的偏误。经由过程查询拜访研究总结出越南先生心思动词的偏误类型，深入商量其涌现偏误的缘由息争决偏误的门路。是以，越语毕业论文，对越南先生进修汉语心思动词的偏误研究具有主要的实际意义和实线意义，可以或许赞助越南先生进修汉语的进程中处理相干的成绩，而且对第二说话教授教养供给一个启示。本文分为四章：第一章是绪论，重要引见本文的研究内容，意义和办法归纳综合一些汉语心思动词的研究现状。第二章重要总结越南先生进修汉语心思动词发生偏误的类型。第三章从母语、目标语、进修战略和教授教养身分对偏误的缘由停止剖析。第四章依据剖析的成果提出几种辨析办法。 Abstract: Verbs have always been the focus of sentence expression and application, in the process of expression of all the sentences who played a minor role. In order to understand the meaning of verbs and how to control the use of verbs will directly affect the application and understanding of the whole sentence. There are unusually high application frequency verbs in verb, called the psychological verbs, the verbs in Chinese as a foreign language, easily slip a difficulty. Every kind of talk, and the intrinsic relationship between civilization thoughts are cognitive nanshenanfen. There are differences in meaning and usage for each speaking. Like its action verbs, semantic clear but so often emerge between justice and care about Polish statement. So the people of internal cognition, such as psychological verbs more complex emotions. Therefore, the students in the process of learning Chinese verbs in the process is very easy to error, the Chinese civilization has always been full of desire for knowledge of my (Vietnam) is also the case. Starting from this kind of situation, the author decided to learn Chinese from Vietnam, a lot of errors in the scene, select the verb as the study object, and to elaborate. This paper on the ancient Chinese and Vietnamese mind verb semantic and syntactic function stop investigation and study, and pointed out that the Vietnamese students studying Chinese psychological verbs bias. Through the investigation of the process of inquiry to summarize the types of errors in Vietnam, the wrong types of verbs, in-depth discussion of the reasons for the emergence of errors in the wrong way. To Mr. Vietnam Chinese psychological verbs to learn partial error research is the main solid and practical significance, may sponsor issues related to Vietnam Mr. learning Mandarin in the process and on the second speak teaching supply a revelation. This paper is divided into four chapters: the first chapter is the introduction, which introduces the research content, significance and methods of the comprehensive study of some Chinese psychological verbs. The second chapter is an important part of the study on the types of errors of Chinese mental verbs in Vietnam. The third chapter from mother tongue, target language, learning strategies and teaching status of the reasons for the error analysis. The fourth chapter, based on the results of the analysis, put forward several methods of discrimination. 目录: 摘要 4-5 Abstract 5 第一章 绪论 8-13 1.1 选题意义 8-9 1.2 汉语心理动词探讨近况 9-12 1.2.1 汉语心理动词的相关探讨结果 9-11 1.2.2 对越汉语心理动词学习偏误略论的探讨近况 11-12 1.3 探讨基础 12 1.3.1 心理动词的选取措施 12 1.3.2 语料来源 12 1.4 探讨措施 12-13 第二章 越南学生学习汉语心理动词的偏误类型 13-24 2.1 心理动词的使用情况统计 13-14 2.2 偏误类型 14-24 2.2.1 近义单音节和双音节心理动词混用 14-15 2.2.2 心理动词语义关联的混用 15-20 2.2.3 心理动词与行为动词的混用 20-23 2.2.4 小结 23-24 第三章 偏误产生的原因 24-30 3.1 母语的作用 24-26 3.1.1 越南语词义的负迁移 24-25 3.1.2 越南语词义感情色彩不同的负迁移 25 3.1.3 越南语搭配规则的负迁移 25-26 3.2 目的语知识的作用 26-27 3.2.1 汉语词性、词形的作用 26 3.2.2 汉语词语音节搭配的作用 26-27 3.3 学习者的学习策略和认知因素的作用 27-28 3.3.1 学习策略 27-28 3.3.2 汉语水平的作用 28 3.4 教学因素的作用 28-29 3.4.1 教材和工具书的解释缺乏具体 28-29 3.4.2 教师的词语解释方式的作用 29 3.5 小结 29-30 第四章 易混心理动词的辨析 30-34 4.1 汉语心理动词的辨析角度 30-31 4.1.1 语义范围 30 4.1.2 词义的轻重 30 4.1.3 语义搭配 30-31 4.1.4 使用场合 31 4.1.5 语法功能 31 4.2 辨析的措施 31-34 结语 34-35 参考文献 35-37 附录 37-39 致谢 39 |
