【作者】 邓氏皇；

【导师】 向平； 左双菊；

【作者基本信息】 华中师范大学 ， 国际教育， 2011， 硕士

【摘要】 在现代社会中,人们的生活与数词有着密切的联系,随着社会的发展,数词在人们生活中也发挥着越来越大的作用。不管在哪个国家、不管人们使用的是何种语言,在生活中都会出现数词,但最有趣的是,这些数词在实际运用都具有丰富的意义。在实际运用中,汉越语中的数词“二”与“hai”出现了很多新的用法,并在社会中传播很快。它们不仅出现了一些特殊的语言现象,还广泛应用于成语,俗语、歌谣等形式中。笔者从语言、文化的角度来对汉语中的数词“二”与越语中的数字“hai”进行了对比研究,以期加强学习者对它们的全方位认识。本文对二者的相同与不同之处进行了研究分析,指出了越南留学生学习这个数词时经常出现的偏误现象,并对产生偏误的原因进行了分析。希望通过本文的研究,能帮助人们更好地了解不同的语言文化,在外国学生学习汉语及越南语的数词时提供一些参考。本文分为五个部分：○、前言部分主要对本文的研究现状、研究对象、研究目的、研究意义和语料说明进行了概述。一、汉语中数词“二”与“hai”的使用情况考察：本章主要从书面语和口语这两方面对汉、越语中的数词“二”与“hai”的使用情况进行了考察。二、汉越语中数词“二”与“hai”的相同点：这部分主要从语义、结构、语用、文化含义这几个方面进行了对比,并发现汉越数词“二”与“hai”相似性在于语义和结构这两个方面。三、汉越语中数词“二”与“hai”的不同点：这部分通过对汉语数词“二”与越南语数词“hai”进行对比研究,指出两者的不同之处主要在于句子中的语言次序、表达方式和文化含义,希望能让学生能够理解二者的差别,更好地运用这两个数词,这一章的结论也是下一章的研究前提。四、二语习得中数词“二”和“hai”使用情况的偏误：本章是全文的主要内容。首先对中国和越南学生对汉、越语数词“二”与“hai”的掌握情况进行考察,以作者的汉语教学经验和本文研究角度为基础,设计出调查问卷,然后根据调查的结果(即答错题的频率)对学生在学习过程中产生偏误的原因进行了分析,主要有一下几点：1.母语的影响,母语的负迁移；2.汉语中的准同义词“二”和“两”的误用。此外,本文根据偏误现象产生的原因提出了相应的解决方案,重点对学习和教学策略提出了自己的看法：1.对汉语教材的要求；2.对教师的要求；3.对学习者的要求。更多还原

【Abstract】 In modern society, people’s lives and numerals has the close relation, with the development of society, the numerals in people’s life also play the more and more major role. In any country, no matter what language people use in life will appear, but the most interesting numerals, these numerals in actual use all have abundant meaning. In the practical application of the numerals, han Vietnamese "two" and "hai" appearance of many new usage, and spread quickly in society. They not only appeared some special linguistic phenomenon, but also widely used YuChengYu, saying, songs and other forms. From the perspective of language and culture of the Chinese numerals with "two" in the language of digital "hai" makes a comparative study on them, so as to strengthen the comprehensive understanding learners. This article about the same and different places are analyzed for overseas students to study, points out the Vietnam often occurs brings this numerals, and produce the phenomenon errors analyzed the reason of the errors. Hope that through this study, can help people better understand the different language and culture, and exploited learning Chinese and Vietnamese when the numerals, provides some references.This paper is divided into five parts:introduction to 100, the main research situation, the paper study object, purpose, significance and that of corpus were summarized. A, Chinese numerals "two" and "hai" use of case investigation:this chapter basically from both written and spoken Chinese, Vietnamese to the numeral "2" and "hai" use of tested. Second, the language of Chinese numerals "2" and "hai" sameness:this part, mainly from the semantic, structure, pragmatic, cultural implications of these aspects are compared and found the numeral "two" han with "hai" similarity in semantic and structural this two respects. Third, the language of Chinese numerals "two" and "hai" difference:this part of the Chinese numerals by "two" and Vietnamese numerals hai "comparative study", points out the difference between the language lies mainly in the sentence order, the ways of expression, and cultural meaning, hoping to let students understand the difference between the two, better use numerals, this chapter’s conclusion is the next chapter research premise. Four, in second language acquisition numerals "two" and "hai" use errors:this chapter is the main content of the text. First to China and Vietnam to han, Vietnamese students numerals "two" and "hai" masters are examined and to the authors’ teaching experience and this paper study Angle as the foundation, the design a questionnaire, and then according to the results of the survey (i.e., answer the wrong topic the frequency) in the learning process of students from biases, analyzes the reason of the main once when:1. The influence of the native language, negative transfer of mother tongue; 2. The quasi synonyms "two Chinese" and "two" misuse. In addition, according to the reasons of this phenomenon errors proposed the corresponding solution, focusing on learning and teaching strategy puts forward his own ideas:1. The requirement of Chinese teaching material; 2. The requirements for teachers; 3. On learners’ requirements.更多还原