本文選題：概數(shù)詞　切入點：偏誤　出處：《中央民族大學》2017年碩士論文　論文類型：學位論文

【摘要】：隨著社會的發(fā)展,單純的數(shù)字已經(jīng)不能滿足人類表達數(shù)量的需要,于是概數(shù)詞應運而生。概數(shù)詞反映了中華民族含蓄內斂的文化性格,但對美國學生而言變成了學習的難點,很多美國學生在使用概數(shù)詞時出現(xiàn)了大量的偏誤。目前概數(shù)詞的研究主要集中在本體領域,對外漢語方面的研究較少,分國別研究更是鳳毛麟角,這就不能為面對美國學生的對外漢語教師和學習概數(shù)詞的美國學生提供理論支持,因此筆者首先分析現(xiàn)代漢語常用的概數(shù)詞。通過漢英概數(shù)表達方式的對比,分出漢語概數(shù)詞的難度等級。為了更好地檢測美國學生在習得概數(shù)詞時出現(xiàn)的偏誤,筆者采用調查問卷的方法來檢測美國學生習得概數(shù)詞出現(xiàn)的偏誤種類。分析出現(xiàn)偏誤的原因,有針對性地為對外漢語教師提供一些教學建議。本文分為四個部分。第一個部分是前言,主要介紹了本文的研究緣由、研究現(xiàn)狀和綜述、前人研究出現(xiàn)的問題以及研究方法。第二個部分研究現(xiàn)代漢語常用概數(shù)詞。本文研究母語為非漢語的美國學生習得漢語概數(shù)詞的情況,需要根據(jù)對外漢語教學需要的難易程度和常用程度選擇漢語表達概數(shù)的詞。以美國學生使用漢語常見概數(shù)詞的表現(xiàn)為標準確定漢語概數(shù)表達方式的種類和數(shù)量,在現(xiàn)代漢語的范圍內研究這些漢語概數(shù)詞的句法、語義和語用特征。第三個部分是漢外對比研究。根據(jù)對比分析理論分出漢語概數(shù)詞難度等級,預測漢語概數(shù)詞習得難點。為了更好地研究美國學生習得漢語概數(shù)詞出現(xiàn)的偏誤,筆者根據(jù)總結出的漢語概數(shù)詞的句法、語義和語用特征設計調查問卷,從而研究分析美國學生習得概數(shù)詞出現(xiàn)的偏誤類型及其原因。最后針對美國學生習得漢語概數(shù)詞的特點,為對外漢語教師提供一些教學策略。第四個部分是結語。總結美國學生出現(xiàn)的偏誤類型,包括錯序、雜糅和誤用三種類型。根據(jù)偏誤類型分析偏誤產生的原因,分別是母語負遷移、目的語知識負遷移、學習策略交際策略的影響、學習環(huán)境的影響和文化因素的影響。為教師和學生提供教學策略和學習策略。
[Abstract]:With the development of society, the simple number can no longer meet the need of human expression, so the estimate has come into being. The estimate reflects the implicit cultural character of the Chinese nation, but for American students, it has become a difficult point in learning. Many American students have a large number of errors in the use of approximate words. At present, the study of approximate words is mainly concentrated in the field of ontology, while the study of Chinese as a foreign language is less, and the study of different countries is even rarer. This cannot provide theoretical support for American students' teachers of Chinese as a foreign language and for American students who are learning approximate words. Therefore, the author first analyzes the commonly used approximate words in modern Chinese. In order to better detect the errors in the acquisition of approximate words by American students, The author uses the questionnaire to detect the types of errors that occur in the acquisition of general words by American students, and analyzes the reasons for the errors. This paper is divided into four parts. The first part is the preface, which mainly introduces the research reason, the present situation and the summary of this paper. In the second part, we study the commonly used approximate words in modern Chinese. This paper studies the acquisition of Chinese approximate words by American students whose mother tongue is non-Chinese. According to the degree of difficulty and the degree of common use of teaching Chinese as a foreign language, we need to select the words that express the approximate number in Chinese. According to the expression of the common approximate words in Chinese used by American students, we should determine the types and quantities of the expressions of approximate numbers in Chinese. In the scope of modern Chinese, the syntactic, semantic and pragmatic characteristics of these Chinese approximate words are studied. The third part is a contrastive study of Chinese and foreign languages. According to the theory of contrastive analysis, the degree of difficulty of Chinese approximate words is classified. In order to better study the errors in the acquisition of Chinese approximate words by American students, the author designs a questionnaire according to the syntactic, semantic and pragmatic features of the Chinese approximate words. This paper analyzes the types and causes of errors in the acquisition of approximate words by American students. Finally, it aims at the characteristics of the acquisition of approximate words in Chinese by American students. To provide some teaching strategies for TCFL teachers. The fourth part is the conclusion. It summarizes the types of errors that appear in American students, including misorder, hybridity and misuse. According to the types of errors, the causes of errors are analyzed. They are the negative transfer of mother tongue, the negative transfer of target language knowledge, the influence of learning strategies and communicative strategies, the influence of learning environment and the influence of cultural factors, which provide teachers and students with teaching strategies and learning strategies.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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本文編號：1629110