维吾尔族学生汉语结构助词“的”的习得研究

发布时间：2019-03-31 17:00

【摘要】：定语是一种语言中重要的句子成分,不同的语言定语的位置、定语的标记均有其特点。汉语结构助词“的”因其使用情况复杂、出现频率高,使得汉语结构助词“的”成为第二语言学习者不可避免的一个重点和难点问题。根据所收集的文献资料来看,目前还没有对维吾尔族学生在调查和搜集大量结构助词“的”的语料基础上所作的专项研究。本文在大量的语料基础上通过对维族学生习得汉语结构助词“的”的特点分析,希望能够对学生习得结构助词“的”的教学和教材编写有一定的帮助。通过数据统计分析及偏误原因分析我们得到以下结论： 1.本文统计了十类不同定语类型的定中结构,从自然偏误语料和调查问卷的分析结果都可以看出形容词作定语时的偏误率都比较高,对维族学生来说形容词作定语时的助词“的”的习得是一个难点。而主谓短语和介词短语作定语时的偏误率都比较低,说明这两种定语类型对维族学生来说相对容易。 2.MHK三级水平的维族学生在习得结构助词“的”时还存在着较多偏误。其中,形容词作定语、动词及动词短语作定语、名词短语作定语、数量词及数量词作定语、数量短语作定语时时的偏误率较高,都超过20%。 3.MHK四级水平的维族学生结构助词“的”的习得情况整体较好,只有名词短语作定语和形容词作定语时偏误率超过20%。但是MHK四级水平的学生在名词短语作定语和名词作定语时的偏误率都比三级水平的学生高,这个特殊现象很大一部分是由于汉语水平较高的学生受目的语规则泛化的影响大造成的。 4.维族学生习得结构助词“的”时受母语负迁移的影响比较明显,尤其是在名词及名词短语作定语、代词作定语、形容词及形容词短语作定语、数量词及数量短语作定语时。而对维语中没有直接对应的两种定中结构——介词短语作定语和主谓短语作定语时的定中结构,却习得较好。 5.维族学生受母语属格[-niη]的影响,生造出“主语+的+谓语结构”的偏误类型。 6.由于受母语的影响,维族学生在习得汉语“NP+的+VP”结构偏误率较低,此时助词“的”相当于维语中表示语法关系的属格[-niη]。 7.若想改变维族学生在习得汉语结构助词“的”时产生的偏误和现状,本文提出应在教材编写和教学过程中加强针对性。
[Abstract]:Attributive is an important sentence component in a language. Different linguistic attributive positions and attributive markers have their own characteristics. Because of the complexity and high frequency of the use of Chinese structural auxiliary words, the "Chinese structural auxiliary words" has become an inevitable and difficult issue for second language learners. According to the literature collected, there is no special research on Uighur students on the basis of investigating and collecting a large number of structural auxiliary words. On the basis of a large number of corpus, this paper analyzes the characteristics of Uyghur students' acquisition of structural auxiliary words in Chinese, and hopes to be helpful to the teaching and textbook compilation of students' acquisition of structural auxiliary words. Through statistical analysis of data and analysis of the causes of errors, we get the following conclusions: 1. This paper makes statistics on the centralization structure of ten different attributive types. From the analysis of natural biased corpus and questionnaire, we can see that the error rate of adjectives is relatively high when they are used as attributive. For Uyghur students, the acquisition of auxiliary words when adjectives are attributive is a difficult point. The error rate of subject-predicate phrase and prepositional phrase is relatively low, which indicates that the two attributive types are relatively easy for Uighur students. There are still many errors in the acquisition of structural auxiliary words by Uighur students at the level of 2.MHK. Among them, adjective as attribute, verb and verb phrase as attribute, noun phrase as attribute, quantifier and quantity word as attribute, quantitative phrase as attribute, error rate is higher than 20%. The acquisition of structural auxiliary words by Uighur students at level 4 of 3.MHK is generally better, with only noun phrases as attributive and adjectives as attributive with an error rate of more than 20%. However, students at level 4 of MHK have higher error rates when using noun phrases as attributive and noun as attributive than students at level 3, but students at level 4 have higher error rates when using noun phrases as attributive and noun as attributive. A large part of this special phenomenon is due to the high level of Chinese students affected by the generalization of the target language rules. 4. The influence of negative transfer of mother tongue on the acquisition of structural auxiliary words "by Uyghur students is more obvious, especially when noun and noun phrases are attributive, pronouns are attributive, adjectives and adjective phrases are attributive, quantifiers and quantitative phrases are attributive." However, two kinds of centralizing structures which have no direct correspondence in Uighur language-prepositional phrases as attributive and subject-predicate phrases as attributive structures have been acquired better. 5. Under the influence of native ni 畏, Uyghur students have created the error type of "predicate structure of subject". 6. Due to the influence of mother tongue, Uighur students have a low error rate in the structure of "VP of NP". At this time, the auxiliary word "is equivalent to the attributive case of grammatical relationship in Uygur language [- ni 畏]. 7. In order to change the errors and present situation of Uighur students in acquiring the Chinese structural auxiliary word "," this paper puts forward that we should strengthen the pertinence in the course of compiling and teaching the teaching materials.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H193

【参考文献】