越南学生习得汉语泛义动词探讨A study of Vietnamese students' acquisition of Chinese semantic verbs 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，内容请直接查看目录。） 在古代汉语中泛义动词是一种特别的动词小类。泛义动词包括的意义异常广、搭配的才能异常强，运用的频率异常高。越南语体系中也有泛义动词，越语论文题目，固然这类动词在越南语和汉语中具有配合点，然则也存在着分歧点。自己在本国的先生和在中国留学的越南先生停止了问卷查询拜访越南先生对三个典范的泛义动词“弄”、“弄”和“整”运用状态。然落后行统计和剖析查询拜访成果及对三个动词“弄”、“弄”和“整”停止剖析和比较，自己发明固然汉语泛义动词在平常生涯中的运用频率较高，然则越南先生常常躲避运用这类动词，或许运用的时刻经常产生毛病，自己以为，越语论文网站，除进修情况、进修教材和先生的程度等这些缘由外，最重要的缘由就是受母语负迁徙的作用。本论文的重要内容包含五章：第一章：绪论。第二章古代汉语泛义动词本体研究和汉越比较。第三章：越南先生习得汉语泛义动词“弄”、“弄”和“整”考核。第四章：越南先生习得汉语泛义动词的偏误剖析。第五章：发生毛病、作用先生习得汉语泛义动词的身分和对越南先生汉语泛义动词教授教养的建议。 Abstract: In ancient Chinese, the universal verb is a special kind of verbs. Pan meaning verbs include the meaning of a wide range of collocation's ability to be unusually strong, the application of a high frequency. Vietnamese system also has universal verb, although this kind of verbs in Chinese and Vietnamese with tie point. However, there are also differences. In his own country and in the study in China, Mr. Vietnam stopped a questionnaire survey to visit Vietnam on the three models of the pan righteousness verb "lane", "get" and "the whole" application state. Although falling underwent statistic and analysis of the survey results and the three verb "make", "lane" and "whole" carries on the analysis and comparison, of his own invention, although Chinese polysemous verbs in the daily life of application frequency higher, however Mr. Vietnam often to avoid application of this kind of verbs, the moment of application may often have trouble, I think, in addition to the learning environment, learning materials and Mr. as the degree of these reasons outside, the most important reason is affected by negative transfer effect of inquires. The main content of this thesis includes five chapters: Chapter 1: introduction. The second chapter: the study of the ontology of the ancient Chinese pan and the comparison between the Chinese and the chinese. In the third chapter, the "get", "make" and "the whole" assessment of the Chinese Pan - meaning verbs. The fourth chapter: the analysis of the deviation of the Chinese semantic verbs. The fifth chapter: the status of the problem, the impact of the acquisition of the Chinese language, the identity of the verb and the Vietnamese mr.. 目录: 摘要 4-5 Abstract 5 第1章 绪论 8-12 1.1 选题缘由与意义 8-9 1.2 泛义动词的探讨措施与思路 9 1.3 探讨状况和语料来源 9-12 1.3.1 探讨状况 9-11 1.3.2 语料来源 11-12 第2章 现代汉语泛义动词的本体探讨和汉越对比 12-50 2.1 汉语泛义动词的定义 12 2.2 汉语泛义动词“搞”、“弄”、“整”的句法、语义、语用略论 12-36 2.2.1 汉语泛义动词“搞”的句法、语义、语用略论 12-23 2.2.2 汉语泛义动词“弄”的句法、语义、语用略论 23-30 2.2.3 汉语泛义动词“整”的句法、语义、语用略论 30-36 2.3 汉语泛义动词“搞”、“弄”、“整”对越南语照应对比略论 36-48 2.3.1 泛义动词“搞”对越南语照应对比略论 36-41 2.3.2 泛义动词“弄”对越南语照应对比略论 41-44 2.3.3 泛义动词“整”对越南语照应对比略论 44-48 2.4 小结 48-50 第3章 越南学生习得汉语泛义动词“搞”、“弄”、“整”考察 50-55 3.1 问卷调查对象及设计 50-51 3.1.1 问卷调查对象 50 3.1.2 调查设计 50-51 3.2 调查结果统计及归纳 51-55 3.2.1 调查结果 51-53 3.2.2 调查归纳 53-55 第4章 越南学生习得汉语泛义动词偏误略论 55-63 4.1 偏误类型 55-57 4.2 偏误略论 57-63 第5章 产生错误、作用学生习得汉语泛义动词的因素和对越南学生汉语泛义动词教学的建议 63-68 5.1 产生错误、作用学生习得汉语泛义动词的因素 63-66 5.1.1 母语负迁移 63-64 5.1.2 学习环境和学习策略 64-65 5.1.3 教学资料 65-66 5.2 对越南学生汉语泛义动词教学的建议 66-68 结语 68-69 参考文献 69-72 附录 72-75 致谢 75 |
