越南学生学习汉语范围副词的偏误略论An analysis of the errors of the Vietnamese students learning Chinese adverbs of scope 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。） 规模副词作为副词外部的一个特别的小类，越语论文题目，与其他副词比拟有其特别性，特殊是有一些规模副词的用法比拟丰硕，在语法功效和语义特点上也是比拟庞杂的一类。其润饰与总括限制的对象是纷歧样的，这使规模副词与其他副词的外部小类的语法功效及语义特点涌现许多分歧的处所。自己经由过程对越南先生进修汉语的考核及剖析，发明越南先生对规模副词的认知懂得不敷深，先生运用规模副词经常用错。所以，经由过程现实问卷查询拜访得来的成果，并对所汇集到的最经典的偏误类型停止过细剖析，寻觅偏误发生的成因。愿望此文可认为对外汉语规模副词的教授教养供给一些教授教养办法。本论文可分为四部门：第一，绪论部门是论文选题的来由及年夜概引见中越研究界对规模副词研究的实况与成果。第二，越语专业论文，设计对于规模副词的问卷查询拜访表，以查询拜访越南先生对汉语规模副词的进修实况。第三，针对越南先生进修规模副词进程中所涌现最典范的偏误类型：误代、漏掉、错序、误加停止了剖析。第四，依据先生常常涌现的偏误，本文找出偏误的缘由，从而对越南先生的进修及教授教养提出了一些办法和建议。 Abstract: Scale adverbs as adverbs outside a particular class, and other adverbs compare has its particularity, especially with the usage of some adverbs of scale compared to the rich, on the grammatical function and semantic features is relatively complex. The Polish and omnibus limits to the object is divergent like of the scale adverbs and other adverbs external grammatical functions and semantic features of the emergence of many different places. Himself through the process of learning Chinese language assessment and analysis of Vietnam, the invention of Vietnam, the scale of the cognitive understanding of the adverb is not deep, mr.. So through practical questionnaire query results of the visit to and to converge to the classical partial error types stopped meticulous analysis, looking for the cause of the errors occurred. The hope that this article can be considered as a professor of foreign language and the size of the teaching supply some teaching methods. This thesis can be divided into four departments: first, the introduction part is the topics of the reason and the eve of the almost introduced Sino Vietnamese research adverb research on scale live and achievements. Second, the design of the scale of the adverbs of the questionnaire survey, in order to inquire about the Vietnamese mr.. Third, in view of the Vietnamese learning scale adverbs in the process of the emergence of the most model of the type of error: missing, missing, wrong order, and stop the analysis. Fourth, according to the error, the paper finds out the reason of the error, and puts forward some measures and suggestions for the further study and teaching of Vietnam. 目录: 摘要 4-5 Abstract 5 第一章 绪论 9-13 1.1 选题理由与意义 9-10 1.2 范围副词的探讨措施与思路 10 1.3 探讨范围与语料来源 10-11 1.4 探讨近况 11-13 1.4.1 现代汉语范围副词在中国的探讨情况 11-12 1.4.2 现代汉语范围副词在越南的探讨情况 12-13 第二章 越南学生汉语范围副词的使用情况调查 13-17 2.1 调查问卷的结果和略论 13-17 2.1.1 问卷调查对象和情况 13 2.1.2 问卷调查设计 13-14 2.1.3 问卷调查结果及略论 14-17 第三章 越南学生范围副词的偏误略论 17-35 3.1 范围副词“都”的偏误 17-23 3.1.1 “都”的误代 17-20 3.1.2 “都”的遗漏 20-21 3.1.3 “都”的错序 21-22 3.1.4 “都”的误加 22-23 3.2 范围副词“只”的偏误 23-26 3.2.1 “只”的误代 23-25 3.2.2 “只”的错序 25-26 3.2.3 “只”的误加 26 3.3 范围副词“就”的偏误 26-29 3.3.1 “就”的误代 26-27 3.3.2 “就”的遗漏 27-28 3.3.3 “就”的错序 28 3.3.4 “就”的误加 28-29 3.4 范围副词“全”的偏误 29-30 3.4.1 “全”的误代 29 3.4.2 “全”的遗漏 29-30 3.4.3 “全”的错序 30 3.4.4 “全”的误加 30 3.5 范围副词“一律”的偏误 30-32 3.5.1 “一律”的误代 30-31 3.5.2 “一律”的错序 31 3.5.3 “一律”的误加 31-32 3.6 范围副词“一概”的偏误 32-33 3.6.1 “一概”的误代 32 3.6.2 “一概”的错序 32-33 3.7 范围副词“凡是”的偏误 33 3.8 范围副词“光”的偏误 33-34 3.9 范围副词“一共”的偏误 34-35 第四章 越南学生汉语范围副词的偏误原因及教学建议 35-44 4.1 越南学生汉语范围副词偏误原因 35-39 4.1.1 母语的迁移 35-37 4.1.2 目的语的作用 37-39 4.2 对越南学生汉语范围副词学习与教学的建议 39-44 4.2.1 关于越南学生学习的建议 39-41 4.2.2 关于教师教学的建议 41-42 4.2.3 对教材的建议 42-44 结语 44-45 参考文献 45-48 附录 48-52 致谢 52 |
