俄语母语者汉语并列连词学习偏误研究

发布时间：2018-04-27 18:58

  本文选题：并列连词 + 二语习得　； 参考：《武汉大学》2017年博士论文

【摘要】：并列连词是教学中至关重要的一个部分,但同时也是一个难点。目前为止有许多跟连词相关的研究,但是针对俄语母语者的调查研究不多,这也是本论文的创新点之一。本调查中我们在本体研究和第二语言习得理论基础上分析一组并列连词,即"和"、"而"、"而且"、"或者"、"还是"。并列连词"和"、"而"、"而且"在俄语中在某些情况下有同样的对应词"H","或者"和"还是"也只有一个对应词"(?)",因此俄语母语者很容易混淆其语义和句法功能。我们设计了两套问卷,其考题中的例句都来自于汉语教材、工具书和俄罗斯文学作品的译文。第二章中我们分析俄语母语者使用并列连词的六种偏误:误加、误代、遗漏、错序、错用和杂糅偏误。我们发现偏误率最高的是连词"而",其中误代偏误是最多。问卷调查表明学习者经常混用并列连词所表示的语义关系,如用"而且"来表示转折关系:*大家都表示满意,而且他还是表示不满意。因此,在第三章我们从不同角度分析偏误的成因,其中包括:本体研究角度(语义功能的复杂性和句法功能的差异性)、学习者角度(母语和目的语负迁移、学习者自身原因)、教学角度(教材、工具书、课堂教学和教师方面的因素)。本文中我们分析果戈理《旧式地主》、《塔拉斯·布尔巴》、陀思妥耶夫斯基《罪与罚》俄罗斯文学作品及其中文译文,并且发现所研究的五个并列连词在俄语和汉语中的区别,比如汉语中分句表示承接关系时可以遗漏连词,但是俄语中不能遗漏。这一点可能导致俄语母语者出现误加偏误:*我特意穿上了新买的唐装,和订了一束鲜花,和赶到酒店。本文中我们分析三套汉语教材,即《发展汉语》(共六册)、《汉语教程》(俄语版)(共六册)和《汉语新目标》(共九册),并且指出其缺点:习得顺序缺乏系统性、缺乏意思相近的并列连词解析(如,"和"与"而"、"或者"与"还是")、缺乏代表性的例句、练习单调、没有复习语法点的相关练习与活动等等。第四章中我们提出课堂教学的建议,其中包括:合理安排连词习得顺序、完善并列连词的解析、坚持"温故而知新"的原则等等。我们认为汉语教师应该提高总体汉语知识结构,并且注重交际性的教学法。
[Abstract]:Juxtaposition is an important part of teaching, but it is also a difficult point. So far, there have been many researches on conjunctions, but there are few researches on Russian native speakers, which is one of the innovations of this thesis. In this study, we analyze a set of juxtaposition conjunctions on the basis of ontological study and second language acquisition theory, that is, "and", "and", "or", "or". The juxtaposition conjunctions "and," and in some cases have the same corresponding words "H", "or" have only one corresponding word, so it is easy for Russian native speakers to confuse their semantic and syntactic functions. We designed two sets of questionnaires, in which the sample sentences are derived from Chinese textbooks, reference books and translations of Russian literature. In the second chapter, we analyze six kinds of errors in the use of juxtaposed conjunctions by Russian native speakers: addition, generation, omission, misorder, misuse and hybridity. We find that the highest error rate is the conjunction "and", in which the most error-error-error-error-error-error-error is found. The questionnaire survey shows that learners often use juxtaposed conjunctions to express semantic relations, such as "and" to indicate the transition relationship: * everyone expresses satisfaction, and he still expresses dissatisfaction. Therefore, in Chapter 3, we analyze the causes of errors from different angles, including: ontology (complexity of semantic functions and differences in syntactic functions), Learner's perspective (negative transfer of mother tongue and target language). Learner's own reasons, teaching angle (textbook, reference book, classroom teaching and teacher). In this paper, we analyze Gogol's "Old landlord", < Tlass 路Burba >, Dostoevsky's "Crime and punishment" and their Chinese translations, and find the differences between the five parallel conjunctions in Russian and Chinese. For example, Chinese clauses can omit conjunctions when accepting relations, but not in Russian. This may have led to a mistake in the Russian native language: * * I put on my new Tang suit and ordered a bouquet of flowers and arrived at the hotel. In this paper, we analyze three sets of Chinese teaching materials, that is, Development Chinese (six volumes in all), Chinese course (six volumes in Russian) and New goals in Chinese (nine volumes in all), and point out their disadvantages: lack of systematic learning sequence. Lack of parse of paratactic conjunctions with similar meanings (e.g., "and" and "and" or "or"), lack of representative example sentences, monotonous practice, no review of grammatical points and related exercises and activities, etc. In the fourth chapter, we put forward the suggestions of classroom teaching, including: arranging the acquisition order of conjunctions reasonably, perfecting the parse of parallel conjunctions, insisting on the principle of "knowing the old and knowing the new" and so on. We believe that Chinese teachers should improve the overall Chinese knowledge structure and pay attention to communicative teaching methods.
【学位授予单位】：武汉大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：H195.3
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本文编号：1811911