浙江大学汉语言文学专业文献翻译

发布时间：2016-04-26 13:36

外文翻译译文：

留学生在学习汉语语法过程中普遍感到汉语的介词难学难用，原因之一是汉语语法缺少严格意义的形态变化，这一特点决定了介词在汉语中占有重要的位置。介词没有什么实在意义，表示的是抽象的语法意义，，一般不易捉摸，而且介词用法灵活，一个介词又往往可以表示多种语法意义，所以常常是汉语学习中的难点。原因之二是作为汉语本体的研究与教学者，我们对本身就错综复杂的汉语介词的语法功能研究得不够深入，教学当中使用的方法也不够科学，这就更使得留学生在使用汉语介词时会产生大量的偏误。原因之三是由于外国学生的母语背景不同，与汉语语法结构差异较大，因此学习起来尤为吃力。例如，从传统的语言类型学的角度看，日语是黏着语，汉语是孤立语，英语是屈折语。不同的语法体系，给留学生带来相当大的学习困难，尤其是介词。
这篇文章以中介语理论为基础，以现代汉语通用平衡语料库和北京语言大学 HSK（汉语水平考试）动态作文语料库为数据来源，运用对比分析法和偏误分析法，分析英语、日语学生汉语介词使用频率，并与中国人的使用频率进行对比；同时重点探讨同为印欧语系但母语背景不同的留学生在汉语介词习得过程中的偏误情况。
汉语的介词是一个封闭的小类，在第二语言学习过程中存在许多问题。但是对于不同母语背景的学习者来说，学习中遇到的问题是不同的。本文以“汉语中介语语料库”所反映出来的中介语现象为根据，探讨欧美学生（母语为印欧语系的语言）在习得汉语介词时所表现出来的一些特点，并针对学习者的语言偏误倾向提出教学建议。

外文文献原文：

It is difficult for foreign students to learn Chinese prepositions in the process oflearning Chinese grammar. First of all, in a strict sense, the Chinese grammar ischaracterized by a dearth of morphological changes, which gives prepositions a pivotalrole to play in the Chinese language. Prepositions have no content meaning, but abstractgrammatical meaning with flexible usage, and one preposition always has multiplegrammatical meanings, so it is hard to learn. Secondly, the Chinese researchers andteachers’ inadequate knowledge of the complicated grammatical functions of theChinese prepositions, as well as the inappropriate teaching methodologies may lead tothe foreign students’ making of errors in using Chinese prepositions. Thirdly, due to thedifferent language background and the different grammatical structures between theirmother tongues and the Chinese language, foreign learners often find the learning taskeven harder. For example, Japanese is an adherent language, Chinese is a typicalisolated language, and English is an inflected language. The different grammaticalsystems of these three languages make it very hard for the foreign learners of Chinese tocope with especially in the learning of Chinese prepositions.

Based on the Inter-language Theory, this study adopts the method of contrastiveanalysis and error analysis to analyze the data collected from the Modern ChineseGeneral Balanced Corpus and the HSK (Chinese Proficiency Test) DynamicComposition Corpus. The present study aims to analyze the frequencies in the use ofChinese prepositions by English and Japanese students, in contrast with the Chinesenative speakers’ data. Moreover, the study also focuses on the prepositional errors madeby the Chinese learners of different mother tongues—Russian, French, and English (ofthe same Indo-European family) in particular, in their acquisition process of Chineseprepositions.
Chinese preposition is a closed categories, there are many problems in the process of learning a second language. But speaking backgrounds for different learners, problems encountered in the study is different. In this paper, "Chinese Interlanguage Corpus" as reflected in interlanguage phenomenon as the basis to explore the European and American students (up to the Indo-European language) when the acquisition of Chinese prepositions demonstrated some of the features, and biased for language learners mistaken tendency teaching suggestions put forward.
1. The European and American students of Chinese prepositions frequency analysis
From the traditional perspective of linguistic typology, Chinese is typically isolated, Japanese language is typical of adhesion, Indo-European
The language is typical inflected language. These three different types of language use different syntax mean to express the same grammatical meaning. This typology affects characteristic native learners with some bias when the acquisition of the target language. This paper analyzes the European and American students of Chinese preposition usage, and the Japanese learner, learner Koreas and China to explore the European and American human corpus students have some reason in favor of interlanguage contrast items.
Overall, European and American students in the use of prepositions when they speak Chinese have their own characteristics, the characteristics of the first performance on the frequency of use. Compared with Japanese learners, the two Koreas and Chinese-speaking learners of Chinese, European and American students to use prepositions frequency is much higher. We know that the Indo-European preposition developed than the Chinese, the number of prepositions than the Chinese, the division ratio of Chinese fine. So European and American students learning Chinese tend to use more time preposition. For example, the Chinese have a lot of phrases are linked closely together, with no preposition position, but if the literal translation of the words in English, there are many cases need to add preposition. English prepositions in Indo-European is not the most common language, accordingly, the performance of the intermediary language learners of English have also been reflected in the background: from the situation we have observed, the English and German, Russian, French, Spanish, Italian, Serbian preposition compared to the frequency of use is the lowest, but still higher than in Japan learner, learner and inter-Korean high Chinese population.
2. US and European Students in Learning Chinese Prepositions errors rate and type of errors
Due to language learners or linguistic background, language learning and experience and other factors, different learners at the acquisition of Chinese prepositions exhibit different tendencies. This difference is mainly reflected in the tendency of the rate of errors and bias types of the two arguments. Different rates of individual errors and may be different types of errors, probably more than one, such as individual differences affect language learners some preferences, textbooks, teachers, learn from the experience of other languages, learning time, learning environment, these poor control variable, so we only discuss bias and bias rate type a learning community, so as to provide a useful material for the classroom probability.
We found that the situation is different learners speaking backgrounds Chinese preposition bias is different, mainly in the different rates of errors, two different aspects of project errors, individual errors preposition different types of bias. Possible reasons are: 1) the learner's native language learners with strong migration effect; 2) The corpus We do not consider according to different grade level, so learners at different stages of learning is demonstrated by the difference covered up; 3) Individual preposition project uses frequency is too low, we cannot understand the real situation of bias. Some prepositions frequency is very low. Therefore the statistical bias was not statistically significant. But this phenomenon allows us to understand another fact: Some learners’ evasive tactics of certain preposition. This can be explained from three aspects: 1) may be due to the use of these prepositions is difficult, not easy to grasp; 2) probably because of fewer opportunities to use these prepositions in Chinese, and will not be used; 3) may be because the study plan arrangement or grammar textbook project arrangements.
3. Teaching strategies for Europe and learners
Europe and America against all kinds of bias arise when students learned Chinese Prepositions tendencies, we can provide some meaningful reference for Teaching Chinese as a Second Language. Bias ratio obtained by our study can remind teachers and textbook writers which preposition is their learning difficulty; our study bias type thus obtained can remind teachers and textbook writers have each preposition in the learning process What kind of problems. Of course, we will from the syntax and semantics even cognitive perspective to explore how to solve these problems.
If we take the European and American students interlanguage corpus corpus and other learning groups together for comparison, they would find that European and American learners with considerable consistency in the process of acquisition of Chinese prepositions, for example, the case of excessive use of prepositions Learners in Europe where there is a widespread phenomenon. Under normal circumstances, Europe and the urge students to use prepositions twice the size of Japanese and Korean students. Judging from the rate of errors, errors rate European and American students compare the average of each preposition, volatility is not. That is, for the European and American students, none is particularly difficult to learn a preposition, nor a preposition which is particularly easy to learn. Since the structure is different from the way Chinese Grammar Indo-European languages in many ways, the problem of European and American students in the learning process preposition encountered often not simply preposition itself, as well as with the problem, the problem structure is incomplete structural dislocation problem, Word Order (prepositional adverbial before the main verb or after the main verb as a complement), where the problem adverbs, negative words where the problem and so on. The more important structures include the following aspects: "the" problem of word structure structural problems, problems of passive structures, structural problems comparative sentence, prepositional order multiple problems, the structural problems of spatial orientation Sentences displacement event Sentences and so on.
The major findings are as follows:
a) Compared with Chinese native speakers, English students are much more likelyto use prepositions. The total frequency in the use of Chinese prepositions by Englishstudents is significantly higher than that of Japanese students. The frequencies betweenJapanese students and Chinese native speakers are not significantly different.
b) Although in the same Indo-European language family, there are still somedifferences in the use of certain prepositions among learners with different language background, namely English, Russian, and French. However, their overall level ofChinese preposition acquisition for the learners of these three groups tend to be veryclose. The frequency order of prepositions from high to low is Russian, French, andEnglish. On the part of the occurrence rate of errors, there are slight differences amongdifferent mother tongues. For the types of errors made by the three groups, all the threekinds of problems are found—structural problems, usage problems, and expressingproblems. The feature of randomness and instability is also found when Indo-Europeanstudents use Chinese prepositions.

本文编号：40218