本文選題：漢語(yǔ)量詞 + 馬來(lái)語(yǔ)量詞�。� 參考：《廈門大學(xué)》2014年碩士論文

【摘要】：漢民族在“量詞”一詞還未出現(xiàn)的時(shí)候已經(jīng)大量使用量詞作為計(jì)量和計(jì)數(shù)的單位。經(jīng)過(guò)時(shí)代不斷地演變,漢語(yǔ)中累計(jì)了大量的量詞,至今據(jù)統(tǒng)計(jì)的現(xiàn)代漢語(yǔ)量詞有789個(gè)。量詞成為了漢民族不可或缺的計(jì)量單位,在文學(xué)作品中使用量詞也可滲透出特有的民族色彩和思維方式。馬來(lái)民族也是一個(gè)大量使用量詞的民族,量詞的學(xué)習(xí)是學(xué)習(xí)馬來(lái)語(yǔ)過(guò)程中必要的一環(huán)。馬來(lái)語(yǔ)量詞在數(shù)量上和其特色不如漢語(yǔ)量詞般豐富,不過(guò)也是語(yǔ)言中重要的一環(huán)。 由于漢語(yǔ)和馬來(lái)語(yǔ)有著不少用法相同的量詞,因此學(xué)習(xí)者或語(yǔ)言使用者在使用某一語(yǔ)言的過(guò)程中將它們進(jìn)行對(duì)應(yīng)。然而,并非所有的量詞都能一對(duì)一對(duì)應(yīng)。本文經(jīng)過(guò)綜合兩種語(yǔ)言量詞的用法,發(fā)現(xiàn)除了度量衡量詞外,一對(duì)一對(duì)應(yīng)的量詞占少數(shù),一對(duì)多對(duì)應(yīng)的量詞占大部分,而出現(xiàn)無(wú)對(duì)應(yīng)關(guān)系的量詞往往是某一語(yǔ)言當(dāng)中的計(jì)量對(duì)象可以省略或以其他詞語(yǔ)代替,這種現(xiàn)象多出現(xiàn)在馬來(lái)語(yǔ)中。一對(duì)多對(duì)應(yīng)關(guān)系的量詞是漢語(yǔ)和馬來(lái)語(yǔ)中較為常用及應(yīng)用范圍較為廣泛的量詞,這一類量詞容易混淆學(xué)習(xí)者選擇適當(dāng)?shù)牧吭~。因此,本文除了梳理漢語(yǔ)和馬來(lái)語(yǔ)量詞的對(duì)應(yīng)關(guān)系,也嘗試從語(yǔ)義的角度找出量詞的對(duì)應(yīng)關(guān)系,即從一個(gè)漢語(yǔ)量詞用法對(duì)應(yīng)馬來(lái)語(yǔ)量詞,反之亦然。 在色彩義方面,漢語(yǔ)量詞比馬來(lái)語(yǔ)量詞擁有更多的情態(tài)色彩和形象色彩,而兩種語(yǔ)言都包含具有形體特征的量詞, 最后,本文也進(jìn)行一個(gè)小型的問(wèn)卷調(diào)查,對(duì)小學(xué)生漢語(yǔ)量詞的使用情況進(jìn)行偏誤分析,從中分析學(xué)生對(duì)于量詞的偏誤類型和偏誤原因,在教學(xué)研究上也給出一點(diǎn)建議供參考。
[Abstract]:The Han nationality has used the measure word as the unit of measurement and counting before it appeared. After the continuous evolution of the times, a large number of classifiers have been accumulated in Chinese, and there are 789 classifiers in modern Chinese according to statistics. Quantifier has become an indispensable unit of measurement in the Han nationality, the use of quantifiers in literary works can also permeate the unique national color and mode of thinking. Malay nationality is also a large use of classifiers, the learning of classifiers is a necessary link in the process of learning Malay. Malay quantifiers are not as rich in quantity and features as Chinese classifiers, but they are also an important part of the language. Since Chinese and Malay have many classifiers in the same usage, learners or language users correspond to each other in the process of using a certain language. However, not all quantifiers can correspond to one another. After synthesizing the usage of the two kinds of language classifiers, it is found that in addition to the metrological quantifiers, one corresponding quantifier is a minority, and one to many corresponding classifiers account for most of them. However, the non-corresponding quantifiers are often omitted or replaced by other words in a certain language, which often occurs in Malay. One-to-many equivalents are commonly used and widely used in Chinese and Malay, which can easily confuse learners in choosing suitable classifiers. Therefore, in addition to combing the corresponding relationship between Chinese and Malay quantifiers, this paper also tries to find out the corresponding relationship of quantifiers from the semantic point of view, that is, corresponding Malay quantifiers from the usage of a Chinese classifier, and vice versa. In terms of color meaning, Chinese classifiers have more modality color and image color than Malay quantifiers, and both languages contain quantifiers with physical characteristics. Finally, this paper also carries out a small questionnaire survey. This paper analyzes the usage of Chinese classifiers in primary school students, analyzes the types and causes of errors, and gives some suggestions for reference in teaching and research.
【學(xué)位授予單位】：廈門大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 李清;對(duì)外漢語(yǔ)教學(xué)中漢語(yǔ)量詞的教學(xué)及其文化意蘊(yùn)[J];楚雄師專學(xué)報(bào);2000年04期

2 蔡金城;論國(guó)際馬來(lái)語(yǔ)教學(xué)與研究的發(fā)展趨勢(shì)[J];東南亞研究;2001年04期

3 李金鳳;;漢語(yǔ)、馬來(lái)語(yǔ)名量詞比較研究[J];科教文匯(上旬刊);2009年09期

4 林凱祺;何富騰;;說(shuō)馬來(lái)語(yǔ)學(xué)生的漢語(yǔ)教材:以砂拉越大學(xué)為例[J];海外華文教育;2013年03期

5 李金鳳;;淺談漢語(yǔ)、馬來(lái)語(yǔ)量詞的異同[J];文教資料;2009年21期

6 陳添來(lái);;漢、馬語(yǔ)擬聲詞的對(duì)比研究[J];語(yǔ)文學(xué)刊(外語(yǔ)教育與教學(xué));2009年09期

，

本文編號(hào)：2018535