本文關(guān)鍵詞：泰國(guó)北部地區(qū)大學(xué)生的漢語(yǔ)慣用語(yǔ)習(xí)得偏誤分析　出處：《廣西大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：慣用語(yǔ)、成語(yǔ)、諺語(yǔ)和歇后語(yǔ)都屬于熟語(yǔ)的一部分,是敘述性的語(yǔ)言單位；在結(jié)構(gòu)上具有相對(duì)固定性；慣用語(yǔ)在性質(zhì)上不同于成語(yǔ)、諺語(yǔ)、歇后語(yǔ),是一種相對(duì)獨(dú)立的語(yǔ)匯單位。慣用語(yǔ)具有豐富的表現(xiàn)力和生動(dòng)形象的表達(dá)效果,是民間廣泛流傳、具有強(qiáng)烈的口語(yǔ)性的語(yǔ)言,是帶有漢民族特色且蘊(yùn)含豐富的語(yǔ)匯成分。因此,漢語(yǔ)慣用語(yǔ)是泰國(guó)漢語(yǔ)學(xué)習(xí)者的學(xué)習(xí)難點(diǎn)。作為一名泰國(guó)籍學(xué)生,筆者對(duì)此有著深切的理解,為克服這個(gè)漢語(yǔ)慣用語(yǔ)習(xí)得障礙,故對(duì)泰國(guó)北部地區(qū)大學(xué)生習(xí)得漢語(yǔ)慣用語(yǔ)的偏誤情況進(jìn)行調(diào)查分析。本文緒論部分,主要對(duì)選題緣由及其意義、研究范圍、研究方法等進(jìn)行了說(shuō)明,并介紹了漢語(yǔ)慣用語(yǔ)的定義、來(lái)源、語(yǔ)義、結(jié)構(gòu)(單語(yǔ)節(jié)詞組類)及句法功能。最后,對(duì)國(guó)內(nèi)外研究者對(duì)漢語(yǔ)慣用語(yǔ)的探討研究及其研究成果、研究不足之處進(jìn)行了概述。本文第一章,主要對(duì)筆者所設(shè)計(jì)的與泰國(guó)學(xué)生對(duì)漢語(yǔ)慣用語(yǔ)的習(xí)得情況相關(guān)的調(diào)查問(wèn)卷數(shù)據(jù)進(jìn)行了統(tǒng)計(jì)分析。筆者將精選的46條漢語(yǔ)慣用語(yǔ)作為本研究的測(cè)試問(wèn)卷設(shè)計(jì)材料,將泰國(guó)北部地區(qū)大學(xué)生作為問(wèn)卷調(diào)查對(duì)象,就泰國(guó)大學(xué)生習(xí)得漢語(yǔ)慣用語(yǔ)的偏誤情況進(jìn)行了測(cè)試,并運(yùn)用統(tǒng)計(jì)學(xué)方法對(duì)測(cè)試問(wèn)卷結(jié)果進(jìn)行了統(tǒng)計(jì)。本文第二章,在測(cè)試問(wèn)卷統(tǒng)計(jì)結(jié)果的基礎(chǔ)上,進(jìn)一步探討、歸納、分析學(xué)生習(xí)得漢語(yǔ)慣用語(yǔ)的偏誤情況。數(shù)據(jù)結(jié)果顯示,泰國(guó)大學(xué)生的漢語(yǔ)慣用語(yǔ)習(xí)得偏誤,主要體現(xiàn)在書寫形式、語(yǔ)義理解、句法結(jié)構(gòu)、語(yǔ)用處理四個(gè)方面。本文第三章,在對(duì)泰國(guó)大學(xué)生習(xí)得漢語(yǔ)慣用語(yǔ)的四種偏誤類型進(jìn)行數(shù)據(jù)統(tǒng)計(jì)的基礎(chǔ)上,進(jìn)一步研究偏誤產(chǎn)生的原因,研究結(jié)果發(fā)現(xiàn),泰國(guó)大學(xué)生漢語(yǔ)慣用語(yǔ)習(xí)得偏誤產(chǎn)生的原因主要包括母語(yǔ)負(fù)遷移、漢泰文化差異、漢語(yǔ)慣用語(yǔ)自身的復(fù)雜性、漢語(yǔ)語(yǔ)言環(huán)境的缺失、漢語(yǔ)學(xué)習(xí)教材的局限性、目的語(yǔ)干擾、學(xué)生的功利性學(xué)習(xí)態(tài)度、學(xué)習(xí)者的保守性學(xué)習(xí)方法、漢語(yǔ)教師師資問(wèn)題等原因。本文第四章,在前兩章的研究基礎(chǔ)之上,筆者對(duì)泰北高校的漢語(yǔ)慣用語(yǔ)教學(xué)提出了建議,主要包括對(duì)漢語(yǔ)慣用語(yǔ)教學(xué)講解方式的建議、對(duì)漢語(yǔ)慣用語(yǔ)教學(xué)操練方式的建議、對(duì)漢語(yǔ)慣用語(yǔ)教學(xué)重現(xiàn)方法的建議；對(duì)泰國(guó)學(xué)生漢語(yǔ)慣用語(yǔ)學(xué)習(xí)方法的建議。本文結(jié)語(yǔ)部分,進(jìn)一步探討、歸納、分析了學(xué)生習(xí)得漢語(yǔ)慣用語(yǔ)的偏誤情況,并對(duì)全文進(jìn)行了系統(tǒng)性歸納總結(jié)。
[Abstract]:Idioms, idioms, proverbs and sayings are all part of idioms and are narrative language units. Relatively fixed in structure; Idioms are different in nature from idioms. Proverbs and sayings are relatively independent lexical units. Idioms have rich expressive power and vivid expression effect and are widely circulated among the people. As a Thai student, Chinese idioms are difficult for Thai Chinese learners to learn. The author has a deep understanding of this, in order to overcome the obstacles to the acquisition of Chinese idioms, we investigate and analyze the errors in the acquisition of Chinese idioms by college students in northern Thailand. It mainly explains the reason and significance of the topic, the scope of the research, the research methods, and introduces the definition, source, semantics, structure (monolingual phrase category) and syntactic function of Chinese idioms. Domestic and foreign researchers on the study of Chinese idioms and their research results, the deficiencies of the study were summarized. The first chapter of this paper. The questionnaire data related to Thai students' acquisition of Chinese idioms are statistically analyzed. The author uses 46 selected Chinese idioms as the materials for the questionnaire design of this study. . Taking the university students in the northern part of Thailand as the survey object, this paper tests the errors of the Thai college students' acquisition of Chinese idioms, and uses the statistical method to analyze the results of the questionnaire. Chapter two of this paper. On the basis of the statistical results of the questionnaire, this paper further discusses, induces and analyzes the errors in the acquisition of Chinese idioms by students. The results show that the errors in the acquisition of Chinese idioms by Thai college students. Mainly embodied in the writing form, semantic understanding, syntactic structure, pragmatic processing. Chapter three, on the basis of the Thai college students' acquisition of Chinese idioms four types of errors on the basis of statistical data. Further study of the causes of errors, the results of the study found that the main reasons for errors in Thai college students' acquisition of Chinese idioms include negative transfer of mother tongue, cultural differences between Chinese and Thai, and the complexity of Chinese idioms themselves. Lack of Chinese language environment, limitations of Chinese learning materials, target language interference, students' utilitarian learning attitude, learners' conservative learning methods, and teachers' problems. Chapter 4th of this paper. On the basis of the previous two chapters, the author puts forward some suggestions on the teaching of Chinese idioms in colleges and universities in northern Thailand, mainly including the suggestions on the teaching methods of Chinese idioms and the ways of teaching and practicing Chinese idioms. Suggestions on the methods of recurrence of Chinese idioms teaching; The conclusion of this paper further discusses, induces and analyzes the errors in the students' acquisition of Chinese idioms, and makes a systematic summary of the full text.
【學(xué)位授予單位】：廣西大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H195

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本文編號(hào)：1404846