【作者】 丁蓉；

【导师】 陈明舒；

【作者基本信息】 湖南师范大学 ， 语言学及应用语言学， 2008， 硕士

【摘要】 动态助词“了”是留学生学习汉语的难点,也是对外汉语语法教学的重点。首先,我们在前人研究的基础之上,对动态助词“了”的语法意义以及本文研究的范畴作了界定。其次,我们以问卷形式对留学生使用动态助词“了”的情况进行调查,对其中出现的偏误进行分析,认为可以把偏误分成以下三类:该用“了”的地方没用“了”,不该用“了”的地方用了“了”,“了”的位置错误。调查结果显示:三类偏误中,不该用“了”而用了“了”的出现频率最高。在此基础上分析不该用“了”而用了“了”这类偏误产生三种原因:母语负迁移、目的语负迁移、教学误导。接着,我们对不用“了”的规则进行了深入探讨,考察导致动态助词“了”隐匿的几个因素:动词性质特点、动词修饰语、动词的宾语、动词的补语以及动词所在的特殊句型,对既往规则提出修正意见,并对既往规则进行补充。由此提出动态助词“了”的隐匿规则系统。最后,我们就如何把这一隐匿规则系统运用对外汉语教学中提出参考意见。认为动态助词“了”的隐匿规则应该分阶段,有重点,有系统的编写到教材中,课堂教学应把随机教学法和点拨式教学法相结合,才能使学生更好地掌握这个汉语学习中的难点问题。更多还原

【Abstract】 Being an obscurity to foreign students, the aspect particle ’le’ in modern Chinese is always of much emphasis in teaching Chinese as a foreign language. First, we defines the grammatical meaning and research scope of the aspect particle ’le’ on the basis of the former achievements. Then, we made an investigation by the questionnaire form on the use of ’le’ of foreign students. According to the investigation, we divide the errors into three groups: using ’le’ when it doesn’t need, not using ’le’ when it should, and wrong placement when using. The result shows, the first group appeared most frequently of all. And we analysis the cause of the error made by students. Inter-language interference, intra-language overgeneralization and teaching misleading are the main reasons of the error. Next, we carried a thorough discussion on concealment rules of the aspect particle ’le’, nature characteristics of the predicate, modifier of the verb, object of the verb, complement of the verb and the special sentence pattern in which the verbs stay are the factors resulting in the concealment of aspect particle ’le’. We have revised the proposed rules, and carried on the supplement to former studies which have not involved in. At last, we made reference of how to teaching aspect particle ’le’. It should be phased, focused, systematic and use various teaching methods. So the students can better resolve the problem.更多还原