越南学生习得汉语“被”字句的偏误略论Error analysis of Vietnamese students' acquisition of Chinese "Bei" sentence 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，越语毕业论文，内容请直接查看目录。） 古代汉语“被”字句是一种非常庞杂并且具有特点的句式，一向遭到语法研究家的看重。不管在构造上、语用上，还有语义上，汉语“被”字句历来都是越南先生进修汉语的一个凸起难点。他们在习得“被”字句的进程中轻易涌现分歧的偏误。在前者研究的基本上，本文对低级、中级、高等品级其余300个越南先生停止问卷查询拜访，越南语毕业论文，以便搜集语料和懂得先生习得汉语“被”字句的情形。依据查询拜访成果停止偏误剖析，归结偏误类型，研讨偏误起源，并对对外汉语教授教养提出一些有用的建议，从而使越南先生能更好、更快地舆解和控制此句式。本文总结出来越南先生习得“被”字句经常犯添加、漏掉、替换、错序等四种偏误，中央二者占较高的偏误比率。随着越南先生的汉语程度日趋进步，这些偏误涌现的频率到中高等阶段就有所下降。招致这些偏误的缘由跟偏误剖析实际所提醒的几个方面分歧，即母语常识的负迁徙、目标语常识的过度泛化、进修战略与外交战略的作用、教授教养战略的作用。终究，本文经由过程越南先生习得“被”字句的现实情形和现行年夜纲、教材对“被”字句的拔取和编排考核提出相干教授教养办法、进修战略等建议，供应越南先生、同窗参考资料。 Abstract: The ancient Chinese "Bei" sentence is a very complex and characteristic of the sentence, has always been the importance of grammar. No matter in the structure, pragmatic, and semantic, Chinese "Bei" sentence has always been a difficulty in learning Chinese. They are in the process of acquisition of "Bei" words and phrases in the process of the divergence of the error. In the former research basically, this paper of low, intermediate and high grade the remaining 300 Vietnam Mr. stop questionnaire survey to collect data and acquire Chinese Mr. understand the case of "is" sentence. According to the survey results of error analysis, sums up the types of errors, discuss the error origin, and puts forward some useful suggestions to the teaching of Chinese as a foreign language, so that Mr. Vietnam can better and faster to understand and control this sentence. In this paper, we sum up the four kinds of errors, such as the addition, omission, substitution, and wrong order of the "Bei" sentence in Vietnam, and the two of the central government accounts for a higher error rate. As Vietnam's Chinese language is becoming more and more progressive, the frequency of these errors in the higher and higher stage has declined. Cause the cause of these errors and error analysis of the actual reminded several aspects of differences, namely excessive generalization of the mother tongue knowledge negative migration, the target language knowledge, learning strategy and diplomacy strategy, teaching strategy. Finally, through the process of Vietnam Mr. acquisition "is" the words of the reality of the situation and current big classes, teaching materials of "being" put forward coherent teaching methods, learning strategies and so on words choice and arrangement of assessment, Mr. Vietnam, classmates reference supply. 目录: 摘要 4-5 Abstract 5 第一章： 绪论 8-11 1.1 选题意义 8 1.2 探讨的对象和范围 8 1.3 探讨的理论措施及思路 8-9 1.4 探讨的近况及存在的问题 9-11 第二章： 越南学生习得汉语“被”字句的偏误略论 11-35 2.1 越南学生习得汉语“被”字句的问卷调查情况 11-13 2.1.1 调查目的及对象 11 2.1.2 调查内容及措施 11-12 2.1.3 调查结果 12-13 2.2 偏误分类 13-25 2.2.1 添加 13-17 2.2.2 遗漏 17-20 2.2.3 替代 20-24 2.2.4 错序 24-25 2.3 偏误原因 25-35 2.3.1 母语知识的负迁移 25-30 2.3.2 目的语知识的泛化 30-31 2.3.3 学习策略与交际策略的作用 31-33 2.3.4 教学策略的作用 33-35 第三章： 越南学生习得汉语“被”字句的一些教学建议 35-40 3.1 越南学生习得汉语“被”字句的情况 35-36 3.2 越南学生习得汉语“被”字句的教学建议 36-40 3.2.1 现行大纲、教材对“被”字句的选取和编排考察 36-38 3.2.2 对越南教师的教学措施提出建议 38-39 3.2.3 对越南学生的学习策略提出建议 39-40 第四章： 结语 40-41 参考文献 41-43 附录 43-45 后记 45 |
