俄罗斯学生定中结构习得偏误分析与研究
发布时间：2018-08-12 15:39
【摘要】：定中结构是汉语和俄语都具有的一种语法成分。汉语属于汉藏语系的汉语语族，它是一门分析性语言，它本身有什么形态变化，在表示语法关系上，汉语借助的是语序的调整和虚词。因此不管是简单定语，还是多项定语，都统统放在中心语之前；俄语属于印欧语系的斯拉夫语族，它是一门综合性语言，有丰富的形态变化，量词、修饰词等都需要与中心语保持性、数、格的一致，在表示语法关系上，俄语凭借的是本身丰富的形态变化。因此俄语词序比较灵活，句子中词序排列带强制性的情况很少，在表示定语和中心语的语义关系时，定语既可以在中心语之前，又可以在中心语之后。汉俄定中结构最大的差异也就在于词序上：包括单项定语时定语和中心语的词序，多项定语时定语之间的词序，俄罗斯学生在定中结构的词序学习上很容易出现偏误。汉语定语标志“的”的使用也是俄罗斯学生习得过程中的一个难点。汉语“的”字本身有多重身份：语气词“的”、“的”字结构、定语标志“的”。俄罗斯学生对同义词代表不同语法意义的现象是持排斥和畏惧心理的，俄语词汇语法意义的改变体现在词形上，词形变化的丰富性体现在词尾上，词尾变化与不变化是很明显的。所以俄罗斯学生对“的”字隐现的把握也存在问题。本文从以下几个方面对俄罗斯学生汉语定中结构习得的情况进行探讨。 第一章是序言部分，介绍了本文的研究对象，从本体和对外汉语角度概况了论文相关课题的学术成果，然后阐述了论文所借鉴的语言习得、对比、偏误分析和中介语方面的理论。 第二章侧重于对比分析，从构成汉俄定语、中心语的语法成分进行比较；然后比较汉俄定中结构的词序；还讲解了如何正确使用汉语定中结构标志“的”以及定语中心语之间具备哪些意义关系。 第三章是对俄罗斯学生定中结构习得偏误进行分析，偏误主要有两个来源，第一是通过课堂回答和书面作业获得的，第二类是通过个案跟踪和问卷调查。通过对偏误分析发现，出现偏误的原因不是单一的，其中既有来自母语俄语的负迁移，还有对汉语定中结构认识不足等其它原因。在最后，针对俄罗斯学生定中结构习得所出现的问题，，笔者从教学、教师、课程设置角度提出了自己的建议。
[Abstract]:Central structure is a grammatical component in both Chinese and Russian. Chinese belongs to the Chinese language family of Chinese and Tibetan languages, it is an analytical language, what form changes it has, in terms of expressing grammatical relations, the Chinese language is aided by the adjustment of word order and function words. Therefore, both simple attributives and multiple attributives are placed before the central language; Russian belongs to the Slavic family of Indo-European languages, which is a comprehensive language with rich morphological changes and quantifiers. Modifiers and so on need to be consistent with the maintainability, number, and case of the central word. In the expression of grammatical relations, Russian depends on its own rich morphological changes. Therefore, the Russian word order is more flexible, and there are few cases in which the word order is mandatory in the sentence. When expressing the semantic relationship between the attribute and the central word, the attribute can be either before or after the central word. The biggest difference in structure in Chinese and Russian is the word order, which includes the word order between the attributive and the central word, the word order between the attributive and the attributive, and the error in the word order of Russian students. The use of Chinese attributive markers is also a difficult point in the process of Russian students' acquisition. What is the identity of the Chinese word? the structure of the modal word and the attributive sign of the modal word? "? Russian students are repellent and afraid of the phenomenon that synonyms represent different grammatical meanings. The changes in the grammatical meanings of Russian vocabulary are reflected in the lexical forms, and the richness of the changes in the lexical forms is reflected in the end of the words. The change at the end of the word and the change at the end of the word are obvious. Therefore, the Russian students on the "of" the word insidious grasp also exist problems. This paper probes into the acquisition of Chinese fixed structure by Russian students from the following aspects. The first chapter is the preface, which introduces the research object of this paper, summarizes the academic achievements of the related topics from the perspective of ontology and Chinese as a foreign language, and then expounds the language acquisition and comparison that the thesis uses for reference. Error analysis and interlanguage theory. The second chapter focuses on the comparative analysis, compares the grammatical elements of the Chinese and Russian attributives, and then compares the word order of the Chinese and Russian fixed structures. It also explains how to correctly use the Chinese central structural marker "and the meaning relationship between the attributive head. The third chapter analyzes the errors of Russian students' middle structure acquisition. The errors mainly come from two sources: the first is obtained through classroom answers and written assignments, and the second is through case tracking and questionnaire surveys. Through the analysis of errors, it is found that the causes of errors are not single, including negative transfer from native Russian, and lack of understanding of Chinese centering structure and other reasons. Finally, the author puts forward some suggestions from the angle of teaching, teachers and curriculum.
【学位授予单位】：新疆大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2179504
[Abstract]:Central structure is a grammatical component in both Chinese and Russian. Chinese belongs to the Chinese language family of Chinese and Tibetan languages, it is an analytical language, what form changes it has, in terms of expressing grammatical relations, the Chinese language is aided by the adjustment of word order and function words. Therefore, both simple attributives and multiple attributives are placed before the central language; Russian belongs to the Slavic family of Indo-European languages, which is a comprehensive language with rich morphological changes and quantifiers. Modifiers and so on need to be consistent with the maintainability, number, and case of the central word. In the expression of grammatical relations, Russian depends on its own rich morphological changes. Therefore, the Russian word order is more flexible, and there are few cases in which the word order is mandatory in the sentence. When expressing the semantic relationship between the attribute and the central word, the attribute can be either before or after the central word. The biggest difference in structure in Chinese and Russian is the word order, which includes the word order between the attributive and the central word, the word order between the attributive and the attributive, and the error in the word order of Russian students. The use of Chinese attributive markers is also a difficult point in the process of Russian students' acquisition. What is the identity of the Chinese word? the structure of the modal word and the attributive sign of the modal word? "? Russian students are repellent and afraid of the phenomenon that synonyms represent different grammatical meanings. The changes in the grammatical meanings of Russian vocabulary are reflected in the lexical forms, and the richness of the changes in the lexical forms is reflected in the end of the words. The change at the end of the word and the change at the end of the word are obvious. Therefore, the Russian students on the "of" the word insidious grasp also exist problems. This paper probes into the acquisition of Chinese fixed structure by Russian students from the following aspects. The first chapter is the preface, which introduces the research object of this paper, summarizes the academic achievements of the related topics from the perspective of ontology and Chinese as a foreign language, and then expounds the language acquisition and comparison that the thesis uses for reference. Error analysis and interlanguage theory. The second chapter focuses on the comparative analysis, compares the grammatical elements of the Chinese and Russian attributives, and then compares the word order of the Chinese and Russian fixed structures. It also explains how to correctly use the Chinese central structural marker "and the meaning relationship between the attributive head. The third chapter analyzes the errors of Russian students' middle structure acquisition. The errors mainly come from two sources: the first is obtained through classroom answers and written assignments, and the second is through case tracking and questionnaire surveys. Through the analysis of errors, it is found that the causes of errors are not single, including negative transfer from native Russian, and lack of understanding of Chinese centering structure and other reasons. Finally, the author puts forward some suggestions from the angle of teaching, teachers and curriculum.
【学位授予单位】：新疆大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
【引证文献】
相关硕士学位论文 前1条
1 时云哲;俄为母的汉学习者序偏分析[D];河北大学;2013年
本文编号：2179504
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