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  本文選題：漢語趨向補語　切入點：“述補趨”謂語句　出處：《湖南大學》2013年碩士論文　論文類型：學位論文

【摘要】：本文采用對比研究法和問卷調查法，研究漢語“述補趨”謂語句在蒙古語中的表達與蒙古學生對漢語“述補趨”謂語句用法這一語法項目的習得情況：對比研究在前輩對該課題進行的研究成果的基礎上，用中國現(xiàn)代文學家魯迅先生的幾部小說及其蒙古語譯本找出了漢語趨向補語在蒙古語中的表達形式與“述補趨”謂語句的對應形式，而問卷調查以在蒙古國學習漢語的蒙古國國立大學和科布多大學外國語語言文化學院初中級漢語水平的蒙古學生為調查對象，問卷通過翻譯題和選擇題考察蒙古學生對漢語趨向補語意義的習得情況，用排序題考察蒙古學生對趨向補語結構形式的習得情況我們研究漢語“述補趨”謂語句在蒙古語中的對應形式并調查了蒙古學生對漢語“述補趨”謂語句的習得情況得出了一定的結論，并據(jù)此提出了漢語趨向補語和“述補趨”謂語句的對應形式，以供蒙古學習者與漢語教師參考。 本研究主要討論： （1）漢語趨向補語在蒙古語中的表達形式； （2）漢語“述補趨”謂語句在蒙古語中的對應形式； （3）蒙古學習者對漢語“述補趨”謂語句的掌握情況有哪些特點，他們主要產(chǎn)生的偏誤是什么，其原因是什么。 漢語趨向補語在蒙古語中的一些表達形式（見第二章表一三）、漢語“述補趨”謂語句在蒙古語中的一些對應形式（見第二章表三），蒙古學生學習漢語“述補趨”謂語句的過程中因為受母語的部分干擾常見的偏誤有“趨向補語混用”、“動詞謂語或趨向補語的遺漏”、““述補趨”謂語句的語序不妥”等。本文第三章也提出了這些偏誤的解決方法與教學上的一些建議。 論文共分三章。第一章闡述了研究背景、研究對象與范圍和研究方法，并本章對漢語趨向補語的意義和用法的主要研究進行了綜述。第二章對漢語趨向補語和“述補趨”謂語句進行了對比分析，并找出了它們在蒙古語中的表達方法與對應形式。第三章對蒙古人學習漢語“述補趨”謂語句的過程中存在的一些偏誤進行了分析，，并提出了糾正偏誤的辦法和教學建議。最后對全文的研究做了結論。
[Abstract]:In this paper, a comparative study and a questionnaire survey are used. This paper studies the expression of the predicate sentence in Mongolian and the acquisition of the grammatical item of the predicate sentence by Mongolian students: a comparative study is made on the basis of the previous researches on this subject. With the help of several novels by Mr. Lu Xun, a modern Chinese writer, and its Mongolian translation, this paper finds out the corresponding forms of expression of Chinese directional complement in Mongolian and the predicate sentence of "narration and complement". The subjects of the questionnaire were Mongolian students studying Chinese in Mongolia National University and the College of Foreign languages and Culture of Cobdo University. Through translation questions and multiple choice questions, the questionnaire examines Mongolian students' acquisition of the meaning of Chinese directional complement. This paper investigates the acquisition of directional complement structure by Mongolian students with the question of sequencing. We study the corresponding forms of predicate sentences in Mongolian language and investigate the acquisition of predicate sentences in Chinese by Mongolian students. The situation has reached a certain conclusion, Based on this, the corresponding forms of Chinese tendency complement and predicate sentence are put forward for Mongolian learners and Chinese teachers. This study mainly discusses:. 1) the expression of Chinese directional complement in Mongolian; (2) the corresponding form of the predicate sentence in Mongolian; (3) what are the characteristics of Mongolian learners' mastery of Chinese predicate sentences, what are their main errors, and what are the reasons? Some forms of expression of Chinese trend complements in Mongolian (see Table 13 in Chapter 2, and corresponding forms in Mongolian language in Chinese "statement and complement" predicate statements (see Table 3 in Chapter 2, Mongolian students in learning Chinese). The common errors in the process of predicate sentence are "mixed use of directional complement", "omission of verb predicate or directional complement", "improper word order of predicate and complement" and so on. Some solutions to errors and some teaching suggestions. The thesis is divided into three chapters. The first chapter describes the research background, research object and scope, and research methods. And this chapter summarizes the main research on the meaning and usage of Chinese directional complement. The second chapter makes a comparative analysis of the Chinese trend complement and the predicate sentence. And find out their expression methods and corresponding forms in Mongolian. Chapter three analyzes some errors existing in the process of Mongolian learning Chinese "statement complement" predicate sentence. The methods of correcting errors and teaching suggestions are put forward. Finally, a conclusion is made on the research of the full text.
【學位授予單位】：湖南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195

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