【作者】 萨仁其其格；

【导师】 张博；

【作者基本信息】 北京语言大学 ， 语言学及应用语言学， 2008， 博士

【摘要】 近几年来,随着中蒙两国交流日益密切,在蒙古逐渐出现汉语热。但学习汉语的蒙古学生汉语水平普遍较低,特别是在词汇使用方面存在较多偏误。虽然针对不同母语背景学习者的汉语中介语词汇偏误研究取得了丰硕成果,但专门针对蒙古学生汉语词汇偏误的研究还十分薄弱,对蒙古学生汉语中介语词汇偏误深入细致的研究亟待展开。本文基于在蒙古国本土采集的二十余万字的汉语中介语语料,从词汇语义学的角度分别对语料中的名、动、形词语偏误进行穷尽性统计分析,归纳词汇偏误类型及特点,分析导致偏误的症结并提出教学策略。在此基础上,文章首次采取了多词类词语偏误对比观察的研究视角,对三类词汇偏误的类型、特点、分布、致误原因等进行对比,以探明三类词语偏误在上述诸方面的共性及特点。希望本研究能够帮助汉语教师更好地了解和分析蒙古学生的汉语词汇学习难点,为蒙古国汉语词汇教学、蒙汉学习词典的编纂和改进以及蒙汉词语对比研究提供参考,并为研究其他语别背景学习者的汉语中介语词汇问题提供可资参鉴的研究视角和方法。论文第二、三、四章分别考察了蒙古学生汉语中介语名、动、形词汇偏误的主要类型、偏误分布情况、误用词与当用词的词际关系及误用方向,进而对致误原因进行分析并提出相应的教学策略。名词偏误主要分为名词性词语误用和自造名词性词语。从语义着眼,名词性词语误用分为义近误用和义远误用,其中义近误用较多。误用名词和当用名词的词际关系有“一对一”、“一对多”、“多对一”和“多对多”4种情况,其中“一对一”误用最多,“一对多”最少。从误用方向来看,单向误用多于双向误用。蒙古学生名词偏误原因主要是:1)汉语相同语素的影响;2)蒙古语有些时间词的词汇意义兼表时段和时点;3)不适当地利用蒙古语或汉语构词规则;4)蒙古语名词性词语的字面直译;5)蒙古语名词复数词缀的负迁移。对此,教师在教学中可优先给出与蒙古学生生活相关的汉语名词,加强对汉语表时名词的辨析,加强对蒙汉表人词缀差异及汉语表人词缀特点的分析,注意讲解蒙汉不同的复数表达方式。动词偏误主要有动词性词语误用、自造动词性词语、“动词态”和“参见”类偏误以及“V+有”偏误。动词性词语误用分为义近误用和义远误用,其中义远误用最多。误用动词和当用动词的词际关系及误用方向与名词相同,“一对一”误用最多,单向误用多于双向误用。动词偏误主要源于蒙古语助动词的直译、蒙古语和汉语多义词词义系统的不对应、套用蒙古语词语的搭配关系等,更值得提出的是,相当一部分动词偏误是受蒙汉工具书的负面影响。解决相应动词偏误的有效方法是,在教学中适当增加动宾常用搭配的内容,引导蒙古学生克服以母语作为中介学习汉语的习惯,同时要对《蒙汉辞典》存在的问题加以修订和改进。形容词偏误主要有形容词性词语误用和自造形容词词性词语两类。此外,还有当用形容词而使用形容词性语素的情况。形容词词语误用分为义近误用和义远误用,其中义远误用最多。误用形容词和当用形容词的词际关系和误用方向与名词、动词相同,“一对一”误用最多,单向误用多于双向误用。蒙古学生形容词偏误主要源于不了解单音节形容词搭配关系、受蒙古语多义形容词的影响、区分不清单音节形容词和形容词性语素、蒙古语和汉语的某些表达关注的焦点不同等。教师在教学中若能适当增加形容词常用搭配的内容,注意讲解汉语多个形容词对应蒙古语一个形容词的情况,培养蒙古学生的汉语语素意识,将会对减少形容词性词语的偏误有一定帮助。论文第五章将蒙古学生汉语中介语名、动、形词汇偏误及其致误原因进行对比,发现:三类偏误都有词语误用和自造词的情况,但动词性词语偏误类型较为复杂,除此之外还有“动词态”和“参见”类偏误、“V+有”类偏误。从三类误用词的数目来看,名词最多,动词居次,形容词最少。从平均误用频次来看,动词最高,形容词次之,名词最低。统观三类词语误用情况,名、动、形三类词语都有义近误用和义远误用的情况。名词性词语误用中义近误用高于义远误用,但动词性词语误用和形容词性词语误用的情况却相反。三类词语误用中,均出现跨类误用的情况,名词、形容词词语误用中跨类误用情况较多。名、动、形三类词中,从当用词与误用词的词际关系来看,“一对一”均最多,其他三类词际关系所占比重均较小,且看不出明显差异。三类词语的误用方向均以单向误用为多数。三类词语偏误各具特点,名词偏误中自造词数量远高于动词和形容词中的自造词:“动词态”和“参见”类偏误以及“V+有”偏误是动词所特有的;形容词偏误的特点则表现为单音节形容词的泛化。三类词语偏误有共同的致误原因,也有各自特有的原因。要从整体上提高蒙古国汉语词汇学习的质量,必须从教师、学生、工具书等多个方面加以改进。更多还原

【Abstract】 In recent years, with the closer exchanges between China and Mongolia increased day by day, the Chinese language is more and more popular in Mongolia. However, the Mongolian students’ Chinese level generally stays low, especially in regard to the use of vocabulary. Although the study of lexical errors of the background of different native language learners has achieved fruitful results, but researches aiming at Mongolian students are quite weak, more in-depth and meticulous researches are badly needed.Based on the Chinese interlanguage corpus, which is collected from Mongolia and covers more than 200,000 words, and from the aspect of lexical semantics, firstly, this dissertation pursues a statistics analysis on the lexical errors of nouns verbs and adjectives of our corpus, then, concludes the types and characteristics of each category, in the end, tries to analysis the causes of error and propose our solutions.We hope this research is likely to be applied in the areas of vocabulary teaching aiming at Mongolian students, compilation of the learners’ Mongolian-Chinese Dictionary, contrast of Mongolian and Chinese words, also we hope it will provide a new perspective for this issue that refer to learners of other language backgrounds.This dissertation is divided into 4 parts. The second to the fourth are separately devoted to the discussion of main types of lexical errors, the distribution of errors, and the relation between misused words and proper words, and their misuse directions of the lexical errors of nouns,verbs and adjectives of Mongolian Students in Chinese Interlanguage. The noun errors include the misuses of nominal group and self-coin nominal group. The verb errors include the misuses of verbal group, self-coin verbal group, errors related to the voice of verb, bibliography methods, and special format as verb+yǒu are also included. The adjective errors include the misuses of adjective group and self-coin adjective group, moreover, the condition of misusing an adjective morpheme for an adjective verb is included. The fifth chapter contrasts the lexical errors of nouns verbs and adjectives of Mongolian Students and the misusing reasons of them. By contrast, we get a better understanding: the types of verb errors are the most complicated, however, noun errors amount to the top in quantity. Besides, the misusing reasons are verified; we need to improve them from the aspects of teachers, students, reference books, and so on.更多还原