泰国学生汉语概数习得探讨Thailand students' acquisition of Chinese grammar 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。） 第二说话习得是一门比拟年青的学科，从上世纪六七十年月成长至今，只要年夜约五十年；而汉语作为第二说话习得的研究则更显年青，从二语习得角度对本国先生进修汉语的研究依然有值得摸索的处所，留先生的汉语概数习得情形就是个中之一。汉语概数是汉语称数法中比拟经常使用的表达法，而个中“多、来、把”等用于表现概数时所涌现的地位和对与之搭配的数词、量词乃至名词都是有所限制的，基于对东北年夜学在读泰国本科留先生汉语程度的考核，我们发明汉语概数是本国先生比拟轻易失足的说话项。而且此前，从二语习得视角对汉语概数停止的研究临时未见，这一研究不只能弥补这方面的空白，对汉语概数教授教养也有必定的参考价值。本文从第二说话习得角度对泰国本科留先生汉语概数的习得停止考核，我们起首比较剖析了汉语概数和泰语概数的差异，并经由过程比较剖析的办法猜测了泰国粹生进修汉语概数的难点。为了确认泰国粹生进修汉语概数的真正难点，和他们在进修进程中会发生何种偏误，我们以在东北年夜学进修汉语的泰国本科留先生作为研究对象，停止查询拜访研究。查询拜访成果显示，泰语论文，泰国粹生汉语概数习得偏误率从低到高的分列次序为：以上、以下《前后《阁下《数词连用、来《多《把、高低、两、几。经由过程对偏误的剖析，我们找到了泰国粹生进修汉语概数的难点地点，而且发明作用被试者进修后果的身分有：遗忘、母语的负迁徙和目标语泛化、迂回及躲避等欠妥的进修战略的运用。在这些作用进修者说话进修的身分中，迂回战略和躲避战略的运用终究又会招致遗忘。可见，对于进修者来讲，以上的进修战略是不倡导运用的，不然就会成为恶性轮回，进修者的目标语程度长时光得不到进步。是以，我们建议在教授教养中要留意“遗忘纪律”给进修者带来的负面作用，泰语论文题目，教材的编写及教员的教授教养都应当有的放矢：留意常识的复现率、教员自动赐与进修者外界的安慰、造就先生运用元认知战略从基本上监控进修者的认知体系。 Abstract: The second language acquisition is a relatively young discipline, from sixty or seventy years of last century up to now, as long as the eve of about fifty years, and Chinese as the second language acquisition research is more show young, from the perspective of second language acquisition research of foreign students learning Chinese still worth groping in the premises, leaving Mr. Chinese numeral acquisition situation is one of the Chinese. Chinese approximate number is called Chinese number method in comparison with frequently used expression method and medium ", and" used to approximate the emergence of status and of the matching of numerals and quantifiers and nouns are somewhat limited, based on of Northeast University in reading Thai undergraduate leave Mr. Chinese level examination, we found the Chinese approximate number is foreign students is relatively easy to stumble talking. And earlier, from the perspective of second language acquisition of Chinese approximate number of temporary discussion no, this research not only can make up the blank, also have certain reference value on Chinese approximate number teaching. This paper from the second talk acquisition of Thailand undergraduate leave Mr. Chinese numeral acquisition examination, we first and foremost comparisons and analyses the similarities and differences of approximate numbers both of Thai and Chinese, and through the comparison analysis approach speculation pure Thai students learning Chinese approximate number of difficulties. In order to confirm the pure Thai students learning Chinese approximate number of real difficulty, and they in the learning process will what bias, we in Thailand in the Northeast University learn Chinese undergraduate left Mr. as the research object, to stop the investigation and study. Survey results show that, Thailand Students Acquisition of Chinese approximate number error rate from low to high ranked in the order: above and below "and" you "of numerals," more than the, high and low, two, several. Through process analysis of errors, we find the pure Thai students learning Chinese numeral difficulty place and invented subjects learners consequences of identity: the forgotten, mother tongue negative migration and generalization of the target language, circuitous and dodging inappropriate learning strategy application. In these factors, the application of indirect strategy and avoidance strategy will lead to forgetting. Visible, on the study, the learning strategy is not to advocate the application of the strategy, or will become a vicious circle, the target language of the learners long time no progress. Is to, we suggest that in teaching should pay attention to the "forgotten discipline to learners to bring the negative influence, the preparation of teaching materials and teachers teaching should be targeted: pay attention to the reproduction of knowledge rate, Faculty automatic given and learning persons outside the comfort of, creating Mr., the application of meta cognitive strategy from the basic monitoring study of cognitive system. 目录: |
