泰国学生习得汉语概数的偏误探讨Thailand students' acquisition of Chinese grammar study of error 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。） 第二说话习得中，概数习得经常被人疏忽但却又是庞杂且主要的一部门，本文以泰国清迈皇家年夜学汉语专业的先生为例对古代汉语概数习得偏误停止剖析总结，研讨其偏误发生的品种、缘由和教授教养战略。本文重要分为绪论、古代汉语中概数的研究、泰国粹生古代汉语概数习得偏误研究三个年夜部门。第一章是绪论，重要论述了选题缘起、选题意义及研究对象、语料起源、后人结果研究。第二章是古代汉语中概数的研究，这章分为古代汉语中概数的界说、性质、表达措施三个部门。第三章是泰国粹生古代汉语概数习得偏误研究，泰语论文题目，泰语毕业论文，是本文的重点部门。在这一章中以清迈皇家年夜学汉语专业的先生及讲课进程中搜集的语料为例，依据第二说话习得和偏误剖析实际为指点分三节论述了泰国粹生概数习得的偏误类型、偏误发生的缘由和若何在教授教养中防止概数习得涌现的偏误。第一节举例并解释四个偏误类型，错序、误加、误代、漏掉。第二节指出概数自己、先生自己、讲课教员和其他四个偏误发生的缘由。第三节针对以上缘由从先生方面、教员方面和教材方面详细提出三点建议，愿望可以或许对对泰汉语教授教养有所赞助。 Abstract: In second language acquisition, acquisition of approximate number is often negligence, but complex and the main part, this paper to Mr. Thailand Chiang Mai Rajabhat University Chinese professional as an example of ancient Chinese numeral acquisition errors stop summarize and analysis, explore the variety of the error occurred, Yuan Youhe teaching strategy of. The important points for introduction, ancient Chinese numeral research, Thailand pure ancient Chinese numeral acquisition error research three Nianye sector. The first chapter is the introduction, discusses the topics of the origin, significance, research object, research results, data origin of later generations. The second chapter is the study of ancient Chinese numeral, this chapter points to ancient Chinese numeral definition, the nature, the expression method of the three departments. The third chapter is the Thailand students of ancient Chinese grammar acquisition error research, is the focus of the department. In this chapter to Mr. Chiang Mai Rajabhat University Chinese professional and lectures in the process of collecting data, for example, according to the second language acquisition and error analysis of actual guidance divided into three sections discusses the pure Thailand Students Acquisition of approximate number of error types and error occurrence reason and how to in the teaching to prevent emergence of acquisition of approximate number of errors. The first section for example and explain the four types of errors, wrong order, error, error generation, miss. The second section points out that estimates themselves, Mr, lectures teachers and other four error causes. The third section for the above reasons from the aspects of teachers and teaching materials, Mr. detail put forward three proposals, wish may have sponsorship of the Thai Chinese teaching. 目录: 论文摘要 4-5 Abstract 5 第1章 绪论 8-14 1.1 选题缘起 8-9 1.2 选题意义及探讨对象 9 1.3 语料来源 9-10 1.4 前人成果探讨综述 10-14 1.4.1 现代汉语概数探讨近况 10-11 1.4.2 现代汉语中概数的性质 11-13 1.4.3 外国学生概数习得探讨近况 13 1.4.4 现有成果中存在的问题 13-14 第2章 现代汉语中概数的表达方式 14-17 2.1 邻近两个数字连用表示概数 14 2.2 用“几”表示概数 14 2.3 超出某一确数的概数表示 14-15 2.4 不足某一确数的概数表示 15-16 2.5 以某一确数为中心稍多或稍少于其的概数表示 16 2.6 用确数表示概数 16 2.7 其他类型 16-17 第3章 泰国学生现代汉语概数习得偏误探讨 17-31 3.1 泰国学生习得概数的偏误类型 17-24 3.1.1 错序 17-18 3.1.2 误加 18-20 3.1.3 误代 20-24 3.1.4 遗漏 24 3.2 泰国学生概数习得偏误产生的原因 24-28 3.2.1 概数本身的原因 25 3.2.2 学生的原因 25-27 3.2.3 教师的原因 27 3.2.4 教材的原因 27-28 3.2.5 其他原因 28 3.3 避免泰国学生概数习得出现偏误的教学策略 28-31 3.3.1 习得者的应对策略 28-29 3.3.2 教师应对偏误的策略 29-30 3.3.3 教材编写的策略 30-31 第4章 结语 31-33 参考文献 33-36 作者简介 36-37 致谢 37 |
