对外汉语简单趋向补语教学研究

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第一节 选题缘由·························································1 第二节 简单趋向补语的定义和范围·········································1 第三节 趋向补语的研究现状···············································2 第四节 汉语简单趋向补语的研究综述·······································5 第五节 本文研究方法····················································11 第二章 本文的理论基础·····················································12 一、对比分析理论······················································12 二、偏误分析理论······················································12 三、中介语理论························································13 四、三个平面理论······················································13 第三章 简单趋向补语学习情况调查···········································15 一、调查问卷的设计····················································15 二、学习者的基本情况··················································15 三、调查问卷的实施步骤················································16 四、简单趋向补语测试结果统计分析······································16 第四章 简单趋向补语学习偏误分析···········································18 第一节 偏误产生的类型··················································18
全文共分五章： 第一章绪论主要介绍本文的选题缘由、简单趋向补语的定义和范围及研究现状，并从 汉语简单趋向补语的语法意义，立足点和语义指向问题，简单趋向补语和宾语的位置关系 等方面对汉语简单趋向补语进行了综述，最后一节介绍本文的研究方法。 第二章主要介绍本文的理论基础，即对比分析理论，偏误分析理论，中介语理论和三 个平面理论。 第三章主要说明了简单趋向补语的调查情况，设计了调查问卷，并通过统计测试卷的 调查结果了解留学生对简单趋向补语的认识情况，并对问卷调查的结果做分析。 第四章在初步分析调查结果的基础上，对留学生习得简单趋向补语的主要偏误做分类 和分析，指出造成偏误的几种主要偏误类型，对简单趋向补语的习得情况做进一步的理论 分析和思考，并从客观原因和主观原因两个方面来分析产生偏误的主要原因。 第五章针对偏误的原因并在分析的基础上从教师和学生的角度分别提出汉语简单趋 向补语的教学策略，并在提出建议的同时探讨解决这一问题的原则和具体方法。
学号：2009020575 研究生姓名：王海玉 联系电话：15168889988 Email：wanghaiyuhao1987@ 所在学院：文学院
单位代码 学号 分类号 研究生类别
10445 2009020575 H195 全日制
硕士学位论文
论文题目：对外汉语简单趋向补语教学研究
学科专业名称： 对外汉语教学 申 请 人 姓 名 ： 王海玉 导 师 姓 名： 张文国 教授 论文提交时间： 2012 年 6 月 13 日
山东师范大学硕士学位论文
一、加强对比分析，减少母语干扰········································35 二、采用循序渐进的原则，引领学生感知汉语简单趋向补语··················35 三、加强引申意义的教学，采用现代技术重点讲解“宾语的位置··············37 四、采用科学的教学方法，充分利用课堂教学与课外实践····················42 第二节 学生方面的建议···················································43 一、坚定信心，努力克服畏难心理········································43 二、利用母语，发挥语言正迁移作用······································43 注释······································································44 参考文献··································································45 附录······································································47 攻读学位期间发表的学术论文················································50 致谢······································································51
20中文摘要iabstractiii第一章绪论1第一节选题缘由1第二节简单趋向补语的定义和范围1第三节趋向补语的研究现状2第四节汉语简单趋向补语的研究综述5第五节本文研究方法11第二章本文的理论基础12一对比分析理论12二偏误分析理论12三中介语理论13四三个平面理论13第三章简单趋向补语学习情况调查15一调查问卷的设计15二学习者的基本情况15三调查问卷的实施步骤16四简单趋向补语测试结果统计分析16第四章简单趋向补语学习偏误分析18第一节偏误产生的类型18一结构形式上的偏误18二语义理解上的偏误19三其他方面上的偏误25第二节偏误产生的原因28一客观原因28二主观原因32第五章简单趋向补语教学建议35第一节教师方面的建议35山东师范大学硕士学位论文一加强对比分析减少母语干扰35二采用循序渐进的原则引领学生感知汉语简单趋向补语35三加强引申意义的教学采用现代技术重点讲解宾语的位置37四采用科学的教学方法充分利用课堂教学与课外实践42第二节学生方面的建议43一坚定信心努力克服畏难心理43二利用母语发挥语言正迁移作用43注释44参考文献45附录47攻读学位期间发表的学术论文50致谢51山东师范大学硕士学位论文中文摘要汉语中补语系统是一个相当重要而复杂的结构系统趋向补语一直以来是现代汉语语法研究中的重点也是众多学者研究的热点其他语言中很少有补语这一语法成分趋向补语既有简单趋向补语又有复合趋向补语其用法复杂结构繁多意义抽象又由于汉语简单趋向补语自身的特殊性从而导致了留学生在使用汉语简单趋向补语的过程中出现了过多的偏误长期以来很多学者都只关注复合趋向补语的研究而对简单趋向补语关注的甚少本文试从对外汉语教学的角度出发对简单趋向补语教学的研究成果及本体研究进行梳理后以对比分析偏误分析中介语理论及三个平面理论为基础设计了调查问卷经过对山东师范大学国际交流学院来自不同国家留学生的调查问卷分析了解不同水平不同母语背景的留学生对汉语简单趋向补语的习得情况并针对问卷调查中发现的留学生在简单趋向补语中存在的问题找出偏误的主客观原因为对外汉语简单趋向补语教学提供一些实际的建议
山东师范大学硕士学位论文
中文摘要
汉语中补语系统是一个相当重要而复杂的结构系统，趋向补语一直以来是现代汉语语 法研究中的重点，也是众多学者研究的热点，其他语言中很少有“补语”这一语法成分， 趋向补语既有简单趋向补语又有复合趋向补语，其用法复杂，结构繁多，意义抽象，又由 于汉语简单趋向补语自身的特殊性，从而导致了留学生在使用汉语简单趋向补语的过程中 出现了过多的偏误，长期以来很多学者都只关注复合趋向补语的研究，而对简单趋向补语 关注的甚少，本文试从对外汉语教学的角度出发，对简单趋向补语教学的研究成果及本体 研究进行梳理后，以对比分析、偏误分析、中介语理论及三个平面理论为基础，设计了调 查问卷，经过对山东师范大学国际交流学院来自不同国家留学生的调查问卷分析，了解不 同水平不同母语背景的留学生对汉语简单趋向补语的习得情况，并针对问卷调查中发现的 留学生在简单趋向补语中存在的问题找出偏误的主客观原因，为对外汉语简单趋向补语教 学提供一些实际的建议。
学位论文作者签名： 签字日期：20 年 月 日
导师签字： 签字日期：20 年 月 日
山东师范大学硕士学位论文
目录
中文摘要··································································I Abstract··································································III 第一章 绪论································································1
关键词：简单趋向补语；偏误；研究 分类号：H195
I
山东师范大学硕士学位论文 II
山东师范大学硕士学位论文
The study of simple directional complement in teaching foreigners Chinese
Abstract
Chinese complement system is a greatly important and complex structural system, in which directional complements have long been the focus in the modern study of Chinese grammar as well as the hot research topic for many scholars. In other language grammars, there exist little "complement" elements. Directional complements, comprising the simple directional complements and the compound directional complements characterizes by complex usage, structural variety, abstract meaning and features of directional complements own, all of these result in that students overuse directional complements mistakenly. For a long time, a great many scholars pay attention to the compound directional complements, but know little about simple directional complements. From the point of view of Chinese teaching for foreigners, we neatened the teaching research achievements of simple directional complements and designed a questionnaire based on comparative analysis, error analysis, inter-language theory and Three-plane theory. Analyzing the questionnaires from the overseas students of International College of Shandong Normal University, who have different native language backgrounds, we learned about the students’ situation of studying simple directional complements and searched for subjective and objective causes in view of using biases of simple directional complements found in questionnaires to provide a few practical suggestions for the simple directional complements teaching of Chinese as a foreign language.
一、结构形式上的偏误·················································18 二、语义理解上的偏误·················································19 三、其他方面上的偏误·················································25 第二节 偏误产生的原因··················································28 一、客观原因·························································28 二、主观原因·························································32 第五章 简单趋向补语教学建议···············································35 第一节 教师方面的建议·················································35
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