母语对俄罗斯留学生汉语判断句习得的迁移影响研究
发布时间：2018-08-04 10:06
【摘要】：本文以第二语言习得的迁移理论为指导，以黑龙江大学俄罗斯留学生群体为研究对象，借鉴前人研究成果，，运用语言对比分析法、问卷调查法、翻译法、因素分析法和访谈法等方法，研究俄罗斯留学生汉语判断句的学习现状，及母语迁移对汉语判断句学习的影响，指出对俄留学生汉语教学存在的问题，并提出针对性的建议。 本研究由六部分组成：绪论部分阐述选题背景及缘由、研究意义、研究方法、研究对象的选择、调查工具和调查对象的基本情况。第一部分为研究综述，包括第二语言习得的迁移理论、母语迁移的表现形式和汉语判断句与俄语判断句的表现形式等方面的研究。第二部分是俄罗斯留学生汉语判断句和俄语判断句的互译分析，主要分析汉语判断句中的三种句式：肯定句式、否定句式、疑问句式，以及性别因素在俄罗斯留学生学习汉语判句时表现出的差异。第三部分揭示影响俄罗斯留学生判断句迁移的因素：语言因素和非语言因素。第四部分结合调查结果，提出对俄罗斯留学生汉语判断句教学的三点建议。 研究结论：（1）在汉语判断句肯定句式中，学习阶段越高，俄罗斯留学生对判断动词“是”有标记性的语义义项与俄语判断动词对应的语义义项、语法义项掌握得越好。（2）在汉语判断句否定句式中，因为两种语言具有相似性，所以对俄罗斯留学生产生了母语的正向迁移。（3）在汉语判断句疑问句式中，不同疑问句式的错误率呈现出差异性，造成这一情况的主要因素有俄罗斯留学生的学习阶段、社会因素、语言意识、学习者个体因素等方面的差异，这些因素导致了母语对俄罗斯留学生学习汉语判断句疑问句式的负向迁移。 针对俄罗斯留学生汉语判断句学习的问题，本研究提出以下建议：（1）采用标记论作为教学思路。（2）采用对比分析法作为教学方法。（3）教师应注意学习者的个体差异。
[Abstract]:Guided by the transfer theory of second language acquisition, this paper takes the group of Russian students in Heilongjiang University as the research object, draws on the previous research results, applies the language contrast analysis method, the questionnaire survey method, and the translation method. By means of factor analysis and interview, this paper studies the present situation of Russian students' learning of Chinese judgment sentences and the influence of native language transfer on the learning of Chinese judgment sentences, points out the problems existing in the teaching of Chinese judgment sentences for Russian students, and puts forward some pertinent suggestions. This research consists of six parts: the introduction part describes the background and reasons of the topic, research significance, research methods, the choice of research objects, investigation tools and the basic situation of the subjects. The first part is a review of the research, including the transfer theory of second language acquisition, the expression of mother tongue transfer and the expressions of Chinese judgment sentence and Russian judgment sentence. The second part is the translation analysis of Russian students' Chinese judgment sentence and Russian judgment sentence. It mainly analyzes three kinds of sentence patterns in Chinese judgment sentence: positive sentence, negative sentence, interrogative sentence. And gender factors in Russian students learning Chinese sentence differences. The third part reveals the factors that affect the transfer of judgment sentences of Russian students: linguistic factors and non-linguistic factors. The fourth part, combined with the investigation results, puts forward three suggestions on the teaching of Chinese judgment sentences for Russian students. The conclusions are as follows: (1) the higher the learning stage of the positive sentence in Chinese judgment sentence, the higher the semantic meaning of the "is" semantic meaning of the judgment verb and the semantic meaning corresponding to the Russian judgment verb; The better grasp of grammatical meaning. (2) in Chinese judgment sentence negative sentence, because of the similarity between the two languages, Russian students have a positive transfer of their mother tongue. (3) in Chinese judgment sentence interrogative sentence, The error rates of different interrogative sentence patterns are different. The main factors contributing to this situation are the differences in the learning stage, social factors, language awareness, individual factors of learners and so on. These factors lead to the negative transfer of the interrogative sentence patterns of Russian students learning Chinese judgment sentences. In view of the problem of learning Chinese judgment sentences for Russian students, the following suggestions are put forward: (1) Markedness Theory is adopted as the teaching thinking; (2) contrastive analysis is used as the teaching method; (3) teachers should pay attention to the individual differences of learners.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2163541
[Abstract]:Guided by the transfer theory of second language acquisition, this paper takes the group of Russian students in Heilongjiang University as the research object, draws on the previous research results, applies the language contrast analysis method, the questionnaire survey method, and the translation method. By means of factor analysis and interview, this paper studies the present situation of Russian students' learning of Chinese judgment sentences and the influence of native language transfer on the learning of Chinese judgment sentences, points out the problems existing in the teaching of Chinese judgment sentences for Russian students, and puts forward some pertinent suggestions. This research consists of six parts: the introduction part describes the background and reasons of the topic, research significance, research methods, the choice of research objects, investigation tools and the basic situation of the subjects. The first part is a review of the research, including the transfer theory of second language acquisition, the expression of mother tongue transfer and the expressions of Chinese judgment sentence and Russian judgment sentence. The second part is the translation analysis of Russian students' Chinese judgment sentence and Russian judgment sentence. It mainly analyzes three kinds of sentence patterns in Chinese judgment sentence: positive sentence, negative sentence, interrogative sentence. And gender factors in Russian students learning Chinese sentence differences. The third part reveals the factors that affect the transfer of judgment sentences of Russian students: linguistic factors and non-linguistic factors. The fourth part, combined with the investigation results, puts forward three suggestions on the teaching of Chinese judgment sentences for Russian students. The conclusions are as follows: (1) the higher the learning stage of the positive sentence in Chinese judgment sentence, the higher the semantic meaning of the "is" semantic meaning of the judgment verb and the semantic meaning corresponding to the Russian judgment verb; The better grasp of grammatical meaning. (2) in Chinese judgment sentence negative sentence, because of the similarity between the two languages, Russian students have a positive transfer of their mother tongue. (3) in Chinese judgment sentence interrogative sentence, The error rates of different interrogative sentence patterns are different. The main factors contributing to this situation are the differences in the learning stage, social factors, language awareness, individual factors of learners and so on. These factors lead to the negative transfer of the interrogative sentence patterns of Russian students learning Chinese judgment sentences. In view of the problem of learning Chinese judgment sentences for Russian students, the following suggestions are put forward: (1) Markedness Theory is adopted as the teaching thinking; (2) contrastive analysis is used as the teaching method; (3) teachers should pay attention to the individual differences of learners.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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