母语为西班牙语的智利本土学生汉语语序习得顺序研究

发布时间：2018-05-27 17:40

本文选题：汉语语序 + 西班牙语语序　；参考：《安徽大学》2013年硕士论文

【摘要】：本文以母语为西班牙语的智利本土汉语学习者为研究对象,研究这类学习者在学习汉语过程中的语序习得顺序的情况。文章采用了语言对比和语料分析的研究方法,综合分析了汉语和西班牙语语序异同及智利本土汉语学习者汉语语序习得情况,最后提出了针对面向母语为西班牙语的智利本土学习者汉语语序教学的一些教学策略。本文一共分为绪论、主体和结语三部分。绪论部分主要介绍了关于对汉语语序本体、汉语语序教学及第二语言习得顺序研究的现状,介绍了研究的意义及研究方法,并对研究对象、研究目标等作了相关说明。第二章至第六章是论文主体部分。第二章首先大致介绍了汉语语序与西班牙语语序的主要异同,其次分别介绍了汉语与西班牙语中主谓语序、定中语序、状中语序及动宾语序这四种主要结构语序的异同,这些对比分析对下文具体的数据分析将有很大的帮助。通过对两种不同语言的语序对比分析,我们发现汉语某些结构的语序和西班牙语是一致的,但是西班牙语作为一门主要依靠形态变化来表达语义的语言,其语序与汉语相比有很大的灵活性,所以严谨复杂的汉语语序让母语为西班牙语的汉语学习者一时难以把握。第三章主要是对母语为西班牙语的初级阶段智利学生汉语语序习得情况的分析,通过语料分析、数据统计,我发现初级阶段的学习者对这四种语序的习得顺序分别为动宾语序、定中语序、主谓语序、状中语序。第四章展开了对母语为西班牙语的高级阶段智利学生汉语语序习得情况的分析,得出了高级阶段学习者的相关习得顺序为主谓语序、动宾语序、定中语序、状中语序。接着又根据正确率的比较,得出了初级和高级阶段学习者汉语语序习得的异同点,并将两种阶段学习者对这四种主要结构语序的习得顺序分别进行了横向的对比分析。第五章总结了母语为西班牙语的智利学生语序习得特点及原因。第六章提出了针对母语为西班牙语的智利学生的有效的汉语语序教学方法,希望这些方法能对以后西班牙语国家的本土汉语教学工作有所帮助。结语首先简要论述了智利与中国日益密切的贸易合作关系,从而使得智利人学习汉语的需求也呈快速增长之势,但是这又与目前当地有限的汉语教学环境、汉语教学水平等相矛盾,所以迫切需要我们解决这一矛盾。本篇论文只是就小范围的西班牙语地区海外汉语教学中的汉语语法教学进行了调查和讨论,要彻底提高西班牙语地区的海外汉语教学水平,还需要专门针对该地区的教学特点、教学需求及教学技巧等做更多的调查和研究。
[Abstract]:This paper studies the sequence of word order acquisition in the process of learning Chinese by native Chilean Chinese learners whose mother tongue is Spanish. By using the methods of language contrast and corpus analysis, this paper comprehensively analyzes the similarities and differences between Chinese and Spanish word order and the acquisition of Chinese word order by native Chinese learners in Chile. Finally, some teaching strategies are put forward for native Chilean learners whose mother tongue is Spanish. This paper is divided into three parts: introduction, subject and conclusion. The introduction part mainly introduces the current situation of the research on Chinese word order ontology, Chinese word order teaching and second language acquisition sequence, introduces the significance and research methods of the study, and gives a related explanation to the research object, research goal, and so on. The second to sixth chapters are the main part of the thesis. The second chapter introduces the main similarities and differences between Chinese word order and Spanish word order, and then introduces the similarities and differences of subject predicate word order, Chinese word order, character middle word order and verb-object word order in Chinese and Spanish, respectively. These comparative analyses will be of great help to the specific data analysis below. Through the contrastive analysis of word order in two different languages, we find that the word order of some structures in Chinese is consistent with that of Spanish, but Spanish is a language which mainly depends on morphological changes to express semantics. Its word order is more flexible than that of Chinese, so the strict and complicated Chinese word order makes it difficult for Chinese learners whose mother tongue is Spanish to grasp it. The third chapter mainly analyzes the acquisition of Chinese word order by Chilean students in the primary stage of Spanish. Through corpus analysis and data statistics, I find that the acquisition order of the four word orders is verb-object word order. Definite word order, subject-predicate word order, character middle word order. The fourth chapter analyzes the acquisition of Chinese word order by Chilean students at the advanced stage of native Spanish, and concludes that the relevant acquisition order of advanced stage learners is subject-predicate word order, verb-object word order, middle word order, and Chinese word order. Then, according to the comparison of the correct rate, the similarities and differences of Chinese word order acquisition between the primary and advanced stage learners are obtained, and the acquisition order of the four main structures is compared and analyzed horizontally by the learners in the two stages. Chapter five summarizes the characteristics and reasons of word order acquisition by Chilean students whose mother tongue is Spanish. The sixth chapter puts forward effective Chinese word order teaching methods for Chilean students whose mother tongue is Spanish, hoping that these methods will be helpful to native Chinese teaching in Spanish-speaking countries. The conclusion first briefly discusses the increasingly close trade and cooperation relationship between Chile and China, which makes the demand for Chileans to learn Chinese also grow rapidly, but this is also in line with the limited local Chinese teaching environment. Chinese teaching level is contradictory, so we urgently need to solve this contradiction. This paper only makes an investigation and discussion on the teaching of Chinese grammar in a small range of Spanish-speaking regions. In order to improve the teaching level of overseas Chinese in Spanish-speaking areas, we also need to focus on the teaching characteristics of this region. Do more investigation and research on teaching needs and teaching skills.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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