【摘要】：漢語不像其他語言一樣擁有豐富的詞形變化,因此,在表達語義時就需要依靠虛詞和語序來表現(xiàn)。作為虛詞中不可缺少的部分,動態(tài)助詞不僅能夠幫助成句還能輔助表達,在現(xiàn)代漢語里發(fā)揮著較大的作用。其中,動態(tài)助詞“著”不僅是現(xiàn)代漢語的重難點,也是對外漢語教學的重難點,同時,還是留學生在習得漢語時遇到的一個較大障礙。 在現(xiàn)代漢語里,動態(tài)助詞“著”一直是各個語言學家研究的熱點,關(guān)于它的研究,前人已經(jīng)取得了一定的成就。從歷時的角度上看,“著”的出現(xiàn)最初并不是為了作為虛詞使用,它經(jīng)歷了一段漫長的虛化過程。而在“著”到底應該分析成什么成分上,語言學界也一直存在著種種爭議。 論文從現(xiàn)代漢語的角度和對外漢語的角度分別對“著”進行了闡述和分析,由本體研究到對外漢語教學研究,先后從句法結(jié)構(gòu)、語義、語法、語用方面對“著”做了詳細介紹。并通過搜集、整理HSK語料庫、發(fā)放調(diào)查問卷收集留學生自然語料,結(jié)合偏誤分析理論和第二語言習得理論,分析偏誤語料,找出造成留學生偏誤的原因,并針對語料分析的結(jié)果進行“著”字習得情況分析,對留學生動態(tài)助詞“著”的使用情況進行偏誤分析。 為了更好地進行分析,論文采用了四種調(diào)查方法,分別是：1)問卷調(diào)查法；2)統(tǒng)計法；3)偏誤分析法；4)對比分析法。由這四種方法對獲得的中介語語料和問卷調(diào)查進行分析,再對比不同國家的偏誤率和不同國家各種偏誤類型的發(fā)生率。在對比中發(fā)現(xiàn)印尼、泰國、韓國留學生整個習得過程的國別差異和最大障礙。 作為創(chuàng)新之處,論文不僅立足于留學生語料和“著”字本體,并引入了“國別化”這一概念,選擇印尼、泰國、韓國留學生作為研究對象,對這三國留學生的自然語料進行偏誤分析,并按照不同國家歸納出各自特點。同時,論文還對印尼、泰國、韓國的自然語料進行了比較和分析,從國別化的角度對“著”進行論述。從而為對外漢語教學提出建議,提供新的思路。
[Abstract]:Unlike other languages, Chinese does not have rich morphologies, so it depends on function words and word order to express its semantics. As an indispensable part of function words, dynamic auxiliary words can not only help the sentence but also can help the expression, and play an important role in modern Chinese. Among them, the dynamic auxiliary word "Zhao" is not only the important difficulty of modern Chinese, but also the difficulty of teaching Chinese as a foreign language. At the same time, it is also a big obstacle for foreign students to acquire Chinese. In modern Chinese, the dynamic auxiliary word "Ze" has been the focus of various linguists. From a diachronic point of view, Zhe did not appear as a function word at first, it went through a long process of nihilization. However, there has been a lot of controversy in the field of linguistics. From the angle of modern Chinese and Chinese as a foreign language, the thesis expounds and analyzes Zhe Ze, from the ontological study to the study of teaching Chinese as a foreign language, and then introduces it in detail from the aspects of syntactic structure, semantics, grammar and pragmatics. Through collecting, sorting out the HSK corpus, issuing questionnaires to collect the natural data of foreign students, combining the theory of error analysis and the theory of second language acquisition, the author analyzes the error data and finds out the causes of the errors. According to the results of corpus analysis, this paper analyzes the acquisition of "Zhe" words, and analyzes the errors in the use of the dynamic auxiliary word "zao" of foreign students. In order to better analyze, the paper adopts four investigation methods, namely: 1) questionnaire, 2) statistics, 3) error analysis, 4) contrast analysis. The four methods were used to analyze the interlanguage data and questionnaire, and then to compare the error rates of different countries and the incidence of different types of errors in different countries. In contrast, the differences and biggest obstacles in the whole acquisition process of Indonesian, Thai and Korean students were found. As an innovation, the thesis not only bases on the corpus of foreign students and the Noumenon of "zhuo", but also introduces the concept of "nationalization", and chooses the students of Indonesia, Thailand and Korea as the research objects. The natural language data of the three countries are analyzed, and their characteristics are summed up according to different countries. At the same time, the paper also compares and analyzes the natural corpus of Indonesia, Thailand and Korea. So as to put forward suggestions for teaching Chinese as a foreign language, and provide new ideas.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【參考文獻】

相關(guān)期刊論文 前10條

1 陳杰;;對外漢語教學中漢語的動態(tài)助詞[J];鞍山師范學院學報;2006年01期

2 丁加勇;說“著”的持續(xù)義[J];常德師范學院學報(社會科學版);2000年03期

3 陳廣艷;動態(tài)助詞“著”的對外漢語教學設(shè)計[J];池州師專學報;2000年02期

4 吳福祥;漢語體標記“了、著”為什么不能強制性使用[J];當代語言學;2005年03期

5 藍文思;;助詞“著”使用偏誤及對外漢語教學設(shè)計[J];貴州師范大學學報(社會科學版);2008年05期

6 房玉清;動態(tài)助詞“了”“著”“過”的語義特征及其用法比較[J];漢語學習;1992年01期

7 賴先剛;“著”表“即時狀態(tài)”的語用義[J];樂山師范學院學報;2001年06期

8 章婧;;動態(tài)助詞“著”的成句條件研究[J];山東行政學院山東省經(jīng)濟管理干部學院學報;2007年02期

9 史有為;;“習得”的含義和用法[J];世界漢語教學;1989年02期

10 李蕊;周小兵;;對外漢語教學助詞“著”的選項與排序[J];世界漢語教學;2005年01期

相關(guān)碩士學位論文 前4條

1 薛晶晶;現(xiàn)代漢語動態(tài)助詞“了”“著”“過”的對韓教學研究[D];廣西大學;2003年

2 劉催勤;印尼留學生動態(tài)助詞習得研究[D];暨南大學;2006年

3 劉麗華;動態(tài)助詞“著”的對外漢語教學研究[D];中南大學;2007年

4 馮淑珍;中級水平泰國留學生漢語助動詞習得偏誤分析[D];暨南大學;2009年

，

本文編號：2277561