【作者】 邓海燕；

【导师】 万莹；

【作者基本信息】 华中师范大学 ， 汉语国际教育， 2011， 硕士

【摘要】 汉语结构助词“的、地、得”的使用频率很高。三个结构助词都读成轻声“de”,所以看电影或者看电视时有些字幕关于结构助词“de”使用不准、混用、让留学生很模糊的到底是哪个“de”呢?对于这个问题,中国人有时也分不清楚、解释不了、掌握不好何况留学生呢?经过在学习的过程中与日常交流中,我发现越南留学生在汉语结构助词“的、地、得”学习上存在一些偏误。收这个问题引发了研究的兴趣,汉越两者之间无论在语义方面还是在句法方面都有很大的差异,所以留学生学习汉语结构助词当中遇到很大的困难,越南留学生也不例外。本文对越南留学生汉语结构助词“的、地、得”习得进行研究。越南语与汉语结构助词“的”对应基本上是介词‘’cua/ma/bang/a/voi/de",与汉语结构助词“地”对应是副词‘’mot cach",与汉语结构助词“得”是副词"rat/lam"、连词"den noi"、助动词‘’duoc"。本文在前人的研究成果的基本,语料收集与调查问卷上,在越南语与汉语结构助词“的、地、得”对应的语义特征以及句法特征进行对比分析。通过两种特征对比分析之后本文针对越南留学生汉语结构助词习得偏误进行分析。将越南留学生汉语结构助词习得中的偏误归纳,总结出偏误类型有误用、误加、错序、遗漏四个方面,从偏误的类型找出偏误造成的原因有越南语的干扰、目的语知识负迁移、学习的策略不适与学习环境的影响。从此在越南留学生的身份与学习的知识提出学习与教学的策略。通过本文研究的成果,希望越南留学生更加了解汉语结构助词“的、地、得”以及减少偏误。更多还原

【Abstract】 Chinese structural particles "de1、de2、de3" have the high use requency. All of them are read as soft-particle "de", so sometimes the usage of structural particle "de" on subtitles of movies and TV are mixed, not accuracy. This make foregin students confused? In this problem even some Chinese people could not tell well, could not grasp well, no mention to those foreign students? During the study and communication, I found the Vietnamese students have some bias on learning Chinese structural particle " de1、de2、de3". This question trigger off my studying interest, there are so many difference between chinese and vietnamese on whether semantic or syntactic, so the Vietnamese students also encountered great difficulties like other foreign students when they learn Chinese structural particle. This article research the acquisition which Vietnamese students study Chinese structure particle " de1、de2、de3、In vietnamese, the preposition "cua/ma/bang /o/voi/de" basically corresponds to Chinese structural particle " de1", the the adverb "mot cach" corresponds to Chinese structural particle " de2", and the adverb "rat/lam", conjunction "den noi", auxiliary "duoc" corresponds to the Chinese structural particle " de3". This article have done the comparative analysis on semantic features and syntactic features between Chinese structural particle " de1、de2、de3" and the Vietnamese correspondings based on previous studies, corpus collection and survey. After this comparative analysis,this test analyse the acquisition errors which vietnamese students studying Chinese structural particle. And then sum up those acquisition errors as following different types:Misuse, incorrect add, wrong sequence, omissions. And successfully find out the reasons which caused bias from these different types are vietnamese language disturbance, negative transfer of the target language knowledge, the affect of unfit learning strategies and learning environment. Thereby, come up with learning and teaching strategies according to the identity and knowledge of the vietnamese students. Hopefully the vietnamese students can learn better and reduce the bias about chinese structural particle " de1、de2、de3" by the results of this study.更多还原