日本学生习得汉语动宾语序的偏误分析

发布时间：2018-05-15 23:40

本文选题：动宾关系 + 语序　；参考：《湖南师范大学》2013年硕士论文

【摘要】：语法教学在对外汉语教学中占有重要的地位,汉语自身的特殊性决定了不同语言类型的汉语学习者学习语序的困难,尤其是对于以日浯这种SOV型语言为母语的日本留学生,语序问题成为他们犯错的“重灾区”。鉴于以往的语序研究一直集中在定语、状语、补语上本文试着从动宾关系入手,揭示汉语的动宾语序特点及其在语法中的重要地位。本文首先讨论了选题依据及选题的意义、研究现状、研究的内容与思路,其次在前人研究的基础上给本文的研究对象动宾语序做出定义解释,理清它与相关概念间的联系与区别：动宾语序研究的是词序还是语序?汉语中存在的一些SOV排列又怎么解释?然后采用对比分析法,对汉语与日语的动宾语序的特点进行了归纳。在此基础上,本文充分利用了北京语言大学的“HSK动态作文语料库”,对其中日本留学生的书面语语序错误穷尽检索,通过仔细观察分析,抽取其中具有代表性的动宾语序错误语料,共计140例。根据这些偏误语料,从语法、语义、语用三个角度来剖析偏误例句,继而归纳分类,确立了日本留学生的动宾语序偏误主要类型有：简单的动宾结构倒置,动宾关系误用为主谓关系,与表对象的介词构建有误,复杂的宾语成分构成干扰。在考察上述各类偏误的成因时,笔者发现其中除了母语负迁移外,对汉语语法中的动宾语序掌握不足也是重要的原因,同时还有文化语用上的差异,对外汉语教学中的教材编写、教师教学、学生的学习策略等对偏误的形成也都有一定的影响。对此,笔者根据日本留学生的偏误,结合本体研究和偏误原因,对教材编写、教师教学手法和学生学习策略等方面提出了一些建议,希望能为对外汉语教学提供参考。
[Abstract]:Grammar teaching occupies an important position in the teaching of Chinese as a foreign language. The particularity of the Chinese language determines the difficulty of learning the word order of the Chinese learners of different language types, especially for Japanese students who are native to the Japanese language SOV language. The word order has become a "disaster area" for them to make mistakes. Focusing on attributive, adverbial and complement, this paper tries to start from the verb object relationship, revealing the characteristics of Chinese verb object sequence and its important position in grammar.
This paper first discusses the basis of the topic and the meaning of the topic, the present situation, the content and the thought of the research. Secondly, on the basis of the previous research, we give a definition and explanation to the object word order of the object of this study, and clarify the relation and difference between it and the related concepts: the word order or the word order of the verb object word order? Some SOV rows in Chinese. On the basis of this, this paper makes full use of the "HSK dynamic composition corpus" of the Beijing Language and Culture University, and searches for the errors of the written language order of the Japanese students, and extracts them by careful observation and analysis. There are 140 cases of the representative verb object word order. According to these errors, the error examples are analyzed from three aspects of grammar, semantics and pragmatics. Then, the main types of the Japanese students' verb object preface errors are as follows: the simple verb object structure inversion, the misuse of the verb object relationship as the subject predicate relation, and the preposition of the table object. Construction is mistaken, and complex object components constitute interference.
In the investigation of the causes of these errors, the author finds that in addition to the negative transfer of the mother tongue, the lack of the verb object in Chinese grammar is also an important reason. At the same time, there are differences in culture and pragmatics, the writing of teaching materials in the teaching of Chinese as a foreign language, the teaching of teachers, the learning strategies of the students and so on. In this regard, the author puts forward some suggestions on the compilation of teaching materials, teaching methods of teachers and students' learning strategies based on the errors of Japanese students, combining the study of ontology and the reasons for errors, hoping to provide reference for teaching Chinese as a foreign language.

【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】