维吾尔族学生汉语隐现句习得研究

发布时间：2018-06-19 22:02

本文选题：维吾尔族 + 汉语隐现句　；参考：《中央民族大学》2013年硕士论文

【摘要】：存现句是语言中重要的语义范畴之一,汉语隐现句句式结构比较特殊,是第二语言教学的难点和重点。据已掌握资料,已有人对汉语隐现句本体和习得进行过专门的研究,但针对维吾尔族学生习得汉语隐现句的研究尚属空白。本文主要通过问卷调查,获取了大量的关于隐现句的语料,采用数据统计和对比分析的方法,运用对比语言学和第二语言习得理论,对维吾尔族学生习得汉语隐现句的偏误材料出现偏误的原因进行了分析。进而,对造成这种现象的原因进行了深入的分析,并提出相应的建议以期解决维吾尔族学生习得汉语隐现句中存在的问题。本文共分为四章,研究综述与思路、问卷设计与调查分析、偏误统计与分析、偏误成因分析与教学建议。本研究依据隐现句中谓语动词的不同将其分为“趋向动词”类、“动作性动词+趋向动词”类、“瞬时性动词”类,最终归纳为24个典型的隐现句句式。对157位维吾尔族学生进行问卷调查,对调查结果进行偏误统计。得出：“动作性动词+趋向动词”类隐现句偏误率最高,为40.11%,“趋向动词”类隐现句次之,为30.25%,“瞬时性动词”类隐现句偏误率最低,为22.14%。“趋向动词”类隐现句中句式“(从)NP起+来了+NP施”和句式“NP终+‘来’类复合趋向动词(了)+NP施”是最易出错的句式,偏误率分别为62.5%和56.25%。“动作性动词+趋向动词”类隐现句中,句式“(从)NP起+V+来[了]+NP施”是最易出错的句式,出现的偏误率最高,为62.5%。“瞬时性动词”类隐现句中,句式“NP处+消失了+NP施”的偏误率最高,为46.25%。从偏误语料中归纳出11种偏误,偏误率从大到小依次为：遗漏趋向补语偏误、动词使用不当偏误、主语和宾语位置颠倒偏误、介词误用偏误、主谓语和宾语位置颠倒偏误、谓语和宾语位置颠倒偏误、遗漏方位词偏误、介词多余偏误、定语的偏误、遗漏数量词、遗漏助词“了”偏误。对汉语隐现句中的虚词“在”、“从”、“了”,进行统计分析,虚词使用泛化现象比较严重,并对隐现句的替换句式进行统计分析,发现约有40%的维吾尔族学生在遇到隐现句时,会使用其他替换句式回避汉语隐现句。文章深入分析了维吾尔族学生汉语隐现句习得偏误产生的原因,主要有母语的干扰、对细则的不了解、教材不当、教师水平有限、学生自身因素等。最后本文提出在教材编写和教学过程中的改进措施。
[Abstract]:Existential sentence is one of the important semantic categories in language. According to the available data, some people have made special research on the Noumenon and acquisition of Chinese concealed sentences, but the research on the acquisition of Chinese concealed sentences by Uygur students is still blank. In this paper, a large number of data on the hidden sentences are obtained through questionnaires, and the methods of data statistics and contrastive analysis are used, and the theories of contrastive linguistics and second language acquisition are used. This paper analyzes the causes of errors in Uygur students' acquisition of Chinese hidden sentences. Furthermore, the causes of this phenomenon are analyzed in depth, and the corresponding suggestions are put forward in order to solve the problems existing in the acquisition of Chinese hidden sentences by Uygur students. This paper is divided into four chapters: research summary and thinking, questionnaire design and investigation analysis, error statistics and analysis, error cause analysis and teaching advice. According to the differences of predicate verbs in hidden sentences, this study divides them into "directional verbs", "action verbs towards verbs" and "instantaneous verbs", which are finally classified into 24 typical hidden sentence types. A questionnaire survey was conducted among 157 Uygur students. The results show that the error rate of "action verb directional verb" is the highest, that of "directional verb" is 40.11, that of "directional verb" is 30.25, and that of "instantaneous verb" is the lowest (22.14). "directional verb" is the most error-prone sentence, with the error rates of 62.5% and 56.25%, respectively. In the "action verb trend verb", "sentence pattern" is the most error-prone sentence pattern, with the highest error rate (62.5%). In "instantaneous verb", the error rate of "NP disappeared at NP" is the highest, which is 46.25. From the corpus of errors, 11 kinds of errors are summarized. The error rates are as follows: omitting trend complement error, improper use of verb, subject and object position reversal error, preposition misusing error, subject predicate and object position reversal error, and so on. The position of predicate and object is reversed, the error of omitting location word, the redundant error of preposition, the error of attributive, the omission of quantitive word, the omission of auxiliary word, the error of "left out". This paper makes a statistical analysis of the function words "Ze", "Zou", "Huo" in Chinese hidden sentences, and makes a statistical analysis of the substitution sentence structure of the concealed sentences. It is found that about 40% of Uygur students will use other substitution sentences to avoid Chinese hidden sentences when they encounter hidden sentences. This paper deeply analyzes the causes of the errors in the acquisition of Chinese hidden sentences by Uygur students, such as the interference of their mother tongue, the lack of understanding of the rules, the improper teaching materials, the limited level of teachers, the students' own factors and so on. Finally, this paper puts forward the improvement measures in the course of textbook compilation and teaching.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H193.5

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