中亚东干族留学生汉语语序学习策略研究
发布时间：2019-06-06 04:57
【摘要】：本文研究的对象是东干族留学生的汉语语序偏误问题。按照收集语序偏误资料、整理分类、分析偏误原因、提出对策的顺序,对这一问题进行了细致地陈述和分析,并探究纠正偏误的对策。 本论文在结构上主要由六部分构成。 第一章是绪论,绪论中主要介绍了论文选题的缘由、意义,研究综述,研究理论和方法。 第二章是东干族留学生的语言使用情况和问题概述。东干族留学生语言使用主要表现为俄语、东干语双语甚至俄语、东干语、哈萨克斯坦语言等多语现象。另外,东干族留学生的东干语系统融入了大量外来词汇,借词现象较为明显,尤其是俄语和突厥语借词。东干族留学生的汉语学习困难主要表现为汉字识别读写、语法尤其是语序问题、写作障碍。 东干族留学生语序偏误类型分为：1.定语语序偏误,2.状语语序偏误,3.补语语序偏误,4.介词短语语序偏误,5.宾语前置偏误,6.主谓短语语序偏误,7.复句语序偏误七种类型。 第三章是中亚东干族留学生的汉语定语语序偏误及成因。通过对问卷调查、访谈、学生作文和偏误例句的整理和分类,东干族学生容易出现的定语偏误分为：领属定语和其他成分一起作定语,数量词和其他成分一起作定语,表处所的定语和其他定语连用三种情况。另外,还对东干族留学生和其他国家留学生定语偏误做了对比,分析了东干族留学生和日本、越南、巴西国家的学生定语偏误的异同。 第四章是中亚东干族留学生的汉语状语语序偏误及成因,这一章将东干族留学生状语偏误分为状语前移偏误、状语后移偏误、多项状语偏误三种。状语语序偏误情况复杂,是学习中的一大难点。留学生的状语偏误除了和其自身学习不足有关外,还和教师的讲解和训练的失误有关,但最主要的因素还在于母语负迁移。因此,针对不同的偏误,教师应该有的放矢,有针对地提高对外汉语教学的效果。 第五章分析了补语语序偏误、宾语前移偏误、介词短语偏误等几类现象及原因和对策。其中补语语序偏误主要是由语法知识的不对等和训练不足造成的。东干族留学生在介词短语偏误方面的问题也较严重。 第六章,主要是从学习策略的角度,针对东干族七种语序偏误,从语际负迁移、语内迁移、教学因素、学习策略不足四个方面进行了具体分析,并提出了相应的对策,以求对其汉语学习提供帮助。
[Abstract]:The object of this paper is the Chinese word order error of Donggan foreign students. According to the collection of word order error data, sorting out the classification, analyzing the causes of errors, putting forward the order of countermeasures, this paper makes a detailed statement and analysis of this problem, and probes into the countermeasures to correct the errors. The structure of this paper is mainly composed of six parts. The first chapter is the introduction, which mainly introduces the reason, significance, research summary, research theory and method of the topic selection. The second chapter is an overview of the language use and problems of Donggan students. The language use of Donggan students is mainly manifested in Russian, Donggan bilingualism and even Russian, Donggan language, Kazakh language and other multilingual phenomena. In addition, the Donggan language system of Donggan students is integrated into a large number of foreign words, and the phenomenon of loanwords is more obvious, especially Russian and Turkic loanwords. The Chinese learning difficulties of Donggan students are mainly manifested in Chinese character recognition, reading and writing, grammar, especially word order, and writing obstacles. The types of word order errors of Donggan foreign students are as follows: 1. Attributive word order error, 2. Adverbial word order error, 3. Complement word order error, 4. Prepositional phrase word order error, 5. Object preposition error, 6. Subject-predicate phrase word order error, 7. There are seven types of complex sentence word order errors. The third chapter is the Chinese attributive word order error and its causes of Donggan students in Central Asia. Through the collation and classification of questionnaires, interviews, students' essays and error examples, the attributive errors of Donggan students are divided into: attributives and other components are used as attributives, quantitative words and other components as attributives. There are three cases in which attributives and other attributives are used in the table. In addition, the attributive errors of Donggan students and those of other countries are compared, and the similarities and differences of attributive errors between Donggan students and students from Japan, Vietnam and Brazil are analyzed. The fourth chapter is the Chinese adverbial errors and their causes of Donggan students in Central Asia. This chapter divides the adverbial errors of Donggan students into three types: adverbial forward error, adverbial backward error and multiple adverbial error. Adverbial word order error is a difficult point in learning because of its complexity. The adverbial errors of foreign students are not only related to their own lack of learning, but also related to the teachers' mistakes in explanation and training, but the most important factor lies in the negative transfer of their mother tongue. Therefore, in view of different errors, teachers should be targeted and improve the effect of teaching Chinese as a foreign language. The fifth chapter analyzes several kinds of phenomena, such as complement word order error, object forward shift error, preposition phrase error and so on, and their causes and countermeasures. Among them, the complement word order error is mainly caused by the inequality of grammatical knowledge and the lack of training. Donggan students also have serious problems in prepositional phrase errors. The sixth chapter, mainly from the point of view of learning strategies, analyzes the seven word order errors of Donggan nationality from four aspects: negative interlingual transfer, intralingual transfer, teaching factors and insufficient learning strategies, and puts forward the corresponding countermeasures. In order to provide help for his Chinese learning.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3
本文编号：2494088
[Abstract]:The object of this paper is the Chinese word order error of Donggan foreign students. According to the collection of word order error data, sorting out the classification, analyzing the causes of errors, putting forward the order of countermeasures, this paper makes a detailed statement and analysis of this problem, and probes into the countermeasures to correct the errors. The structure of this paper is mainly composed of six parts. The first chapter is the introduction, which mainly introduces the reason, significance, research summary, research theory and method of the topic selection. The second chapter is an overview of the language use and problems of Donggan students. The language use of Donggan students is mainly manifested in Russian, Donggan bilingualism and even Russian, Donggan language, Kazakh language and other multilingual phenomena. In addition, the Donggan language system of Donggan students is integrated into a large number of foreign words, and the phenomenon of loanwords is more obvious, especially Russian and Turkic loanwords. The Chinese learning difficulties of Donggan students are mainly manifested in Chinese character recognition, reading and writing, grammar, especially word order, and writing obstacles. The types of word order errors of Donggan foreign students are as follows: 1. Attributive word order error, 2. Adverbial word order error, 3. Complement word order error, 4. Prepositional phrase word order error, 5. Object preposition error, 6. Subject-predicate phrase word order error, 7. There are seven types of complex sentence word order errors. The third chapter is the Chinese attributive word order error and its causes of Donggan students in Central Asia. Through the collation and classification of questionnaires, interviews, students' essays and error examples, the attributive errors of Donggan students are divided into: attributives and other components are used as attributives, quantitative words and other components as attributives. There are three cases in which attributives and other attributives are used in the table. In addition, the attributive errors of Donggan students and those of other countries are compared, and the similarities and differences of attributive errors between Donggan students and students from Japan, Vietnam and Brazil are analyzed. The fourth chapter is the Chinese adverbial errors and their causes of Donggan students in Central Asia. This chapter divides the adverbial errors of Donggan students into three types: adverbial forward error, adverbial backward error and multiple adverbial error. Adverbial word order error is a difficult point in learning because of its complexity. The adverbial errors of foreign students are not only related to their own lack of learning, but also related to the teachers' mistakes in explanation and training, but the most important factor lies in the negative transfer of their mother tongue. Therefore, in view of different errors, teachers should be targeted and improve the effect of teaching Chinese as a foreign language. The fifth chapter analyzes several kinds of phenomena, such as complement word order error, object forward shift error, preposition phrase error and so on, and their causes and countermeasures. Among them, the complement word order error is mainly caused by the inequality of grammatical knowledge and the lack of training. Donggan students also have serious problems in prepositional phrase errors. The sixth chapter, mainly from the point of view of learning strategies, analyzes the seven word order errors of Donggan nationality from four aspects: negative interlingual transfer, intralingual transfer, teaching factors and insufficient learning strategies, and puts forward the corresponding countermeasures. In order to provide help for his Chinese learning.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3
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