新疆维吾尔族大学生英语定语从句习得研究
发布时间：2019-03-02 08:37
【摘要】：维吾尔族是新疆最具民族特色的少数民族之一。他们所处的独特的语言环境和特殊的文化氛围,造就了他们特有的语言学习特征。定语从句因为其句法结构的独特性、存在的普遍性和使用的高频性引起了语言学家的普遍重视。国内外研究者从多个角度对该问题进行探讨,提出多种可能性的假设,做出相应的阐释,然而英语为三语的维吾尔族学生的英语定语从句习得情况如何,通过检索,发现甚少。为此,本研究以新疆某高校非英语专业维吾尔族民考汉50名大学生为研究对象,采用汉译英、句子合并、英译汉和语法判断四项测试,并辅助于访谈法,探讨维吾尔族大学生英语定语从句习得情况。主要研究以下三个问题:1.新疆维吾尔族大学生理解和产出英语定语从句的难度层级是怎样的?他们习得从句的层级是否与名词短语可及性层级假设和感知难度假设一致?2.分析维吾尔族大学生在理解型和产出型测试中出现的错误,并探究学生出现错误的主要原因有哪些?3.如何提高新疆维吾尔族大学生英语定语从句的习得准确性?研究发现:1.维吾尔族大学生在理解和产出英语定语从句时,得出的难度层级与名词短语可及性层级假设不符,但与感知难度假设完全一致。被试在习得各类定语从句时表现出不同的困难层级。2.对于母语为维语的三语习得者来说,被试在习得英语定语从句的过程中出现的错误有保留代词、不邻接、错误的关系代词、关系代词不当省略,省略先行词和定语从句混用六类错误。结合访谈,对错误原因加以分析发现,由于英、汉、维三种语言在句法结构上的差异,被试在习得定语从句时,会受到其母语和二语的共同迁移。三种语言的定语从句心理距离较远,被试会回避使用定语从句。本研究对维吾尔族学生英语定语从句的教学和习得有以下建议与对策:教师在教学实践中注重英语定语从句的系统性教学;教学中注重对比三种语言的句法结构差异;增加可理解性输入和输出;根据学生差异和需求实施分级教学与评价体系;改进从句的教学方法;注重学习者差异,提高学习者的学习策略和兴趣;不断提高汉语水平,提高汉语的意识程度。
[Abstract]:Uighur is one of the most ethnic minorities in Xinjiang. Their unique language environment and special cultural atmosphere have created their unique language learning characteristics. Attributive clauses have attracted the attention of linguists because of their unique syntactic structure, universality of existence and high frequency of use. Researchers at home and abroad have discussed the problem from many angles, put forward a variety of hypotheses, and made corresponding explanations. However, the acquisition of attributive clauses in English trilingual Uyghur students is rarely found through retrieval. Therefore, this study takes 50 Uighur college students who are non-English majors in a university in Xinjiang as the subjects, and uses four tests: Chinese-English translation, sentence merging, English-Chinese translation and grammatical judgment, which are supported by the interview method. To explore the acquisition of attributive clauses among Uighur college students. The main study of the following three issues: 1. What is the difficulty level for Xinjiang Uygur college students to understand and produce English attributive clauses? Do they acquire clauses at the same level as the noun phrase accessibility level hypothesis and perception difficulty hypothesis? 2. This paper analyzes the errors of Uighur college students in the test of comprehension and output, and explores the main reasons for them to make mistakes? (3) what are the main reasons for the errors in Uighur college students? How to improve the English attributive clause acquisition accuracy of Xinjiang Uygur college students? Research findings: 1. When Uighur college students understand and produce English attributive clauses, the difficulty level is not consistent with the reachability level hypothesis of noun phrase, but it is completely consistent with the perception difficulty hypothesis. The subjects showed different difficulty levels in the acquisition of attributive clauses. 2. For trilingual learners who are native speakers of Uygur language, there are reserved pronouns, non-contiguous pronouns, incorrect relational pronouns and improper omissions of relational pronouns in the process of acquisition of English attributive clauses. Omit six types of errors in the mixed use of antecedents and attributive clauses. Based on the interviews, it is found that due to the differences in syntactic structure among English, Chinese and Uyghur languages, the subjects will be transferred by their mother tongue and second language when they acquire attributive clauses. The attributive clauses of the three languages have a long psychological distance, and they will avoid using attributive clauses. This study has the following suggestions and countermeasures on the teaching and acquisition of English attributive clauses for Uygur students: teachers pay attention to systematic teaching of English attributive clauses in teaching practice, pay attention to the contrast of syntactic structure differences among the three languages in teaching, and the teachers pay attention to the systematic teaching of English attributive clauses in teaching practice. We should increase comprehensible input and output, implement hierarchical teaching and evaluation system according to students' differences and needs, improve teaching methods of clause, pay attention to learners' differences and improve learners' learning strategies and interests. Constantly improve the level of Chinese, improve the level of awareness of Chinese.
【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2432887
[Abstract]:Uighur is one of the most ethnic minorities in Xinjiang. Their unique language environment and special cultural atmosphere have created their unique language learning characteristics. Attributive clauses have attracted the attention of linguists because of their unique syntactic structure, universality of existence and high frequency of use. Researchers at home and abroad have discussed the problem from many angles, put forward a variety of hypotheses, and made corresponding explanations. However, the acquisition of attributive clauses in English trilingual Uyghur students is rarely found through retrieval. Therefore, this study takes 50 Uighur college students who are non-English majors in a university in Xinjiang as the subjects, and uses four tests: Chinese-English translation, sentence merging, English-Chinese translation and grammatical judgment, which are supported by the interview method. To explore the acquisition of attributive clauses among Uighur college students. The main study of the following three issues: 1. What is the difficulty level for Xinjiang Uygur college students to understand and produce English attributive clauses? Do they acquire clauses at the same level as the noun phrase accessibility level hypothesis and perception difficulty hypothesis? 2. This paper analyzes the errors of Uighur college students in the test of comprehension and output, and explores the main reasons for them to make mistakes? (3) what are the main reasons for the errors in Uighur college students? How to improve the English attributive clause acquisition accuracy of Xinjiang Uygur college students? Research findings: 1. When Uighur college students understand and produce English attributive clauses, the difficulty level is not consistent with the reachability level hypothesis of noun phrase, but it is completely consistent with the perception difficulty hypothesis. The subjects showed different difficulty levels in the acquisition of attributive clauses. 2. For trilingual learners who are native speakers of Uygur language, there are reserved pronouns, non-contiguous pronouns, incorrect relational pronouns and improper omissions of relational pronouns in the process of acquisition of English attributive clauses. Omit six types of errors in the mixed use of antecedents and attributive clauses. Based on the interviews, it is found that due to the differences in syntactic structure among English, Chinese and Uyghur languages, the subjects will be transferred by their mother tongue and second language when they acquire attributive clauses. The attributive clauses of the three languages have a long psychological distance, and they will avoid using attributive clauses. This study has the following suggestions and countermeasures on the teaching and acquisition of English attributive clauses for Uygur students: teachers pay attention to systematic teaching of English attributive clauses in teaching practice, pay attention to the contrast of syntactic structure differences among the three languages in teaching, and the teachers pay attention to the systematic teaching of English attributive clauses in teaching practice. We should increase comprehensible input and output, implement hierarchical teaching and evaluation system according to students' differences and needs, improve teaching methods of clause, pay attention to learners' differences and improve learners' learning strategies and interests. Constantly improve the level of Chinese, improve the level of awareness of Chinese.
【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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