日本留学生汉语语序习得偏误分析
发布时间：2018-08-20 11:14
【摘要】：现代汉语中，语序是重要的语法手段之一。也是对外汉语教学的难点。日本留学生在汉语语序方面出现的偏误较多，本文以北京语言大学“HSK”动态作文语料库为语料来源，运用中介语、结构主义语言学等理论，并与偏误分析法、对比分析法结合，分析日本留学生在汉语语序习得过程中出现的偏误，，探究导致偏误的原因，并提出相应的策略。 本文主要把汉语与日本语的状语、定语等语序进行对比，分析了日本留学生在状语、定语、补语、宾语等语序上的偏误类型。日本学生在状语语序上常见的偏误有：单项状语前移的偏误、单项状语后移的偏误以及多项状语语序的偏误。定语语序的偏误主要有定语与中心语的偏误及多项定语语序偏误，补语语序偏误有:结果补语、趋向补语、数量补语的语序偏误以及述语与补语的语序偏误。宾语语序偏误上主要有述宾结构、介宾结构的偏误以及将主语与宾语混淆的偏误。 文章对日本留学生汉语语序偏误情况进行了分析，总结出偏误产生的原因主要有：母语和目的语的负迁移的影响；学习者学习动机与策略的影响；对外汉语教师的业务素质良莠不齐，针对日本留学生的专门教学经验比较欠缺。并提出了相应的教学策略：注重对照比较；增强教学针对性；注重教学方法性；注重因材施教。
[Abstract]:Word order is one of the important grammatical means in modern Chinese. It is also a difficult point in teaching Chinese as a foreign language. There are many errors in the Chinese word order of Japanese students. This paper uses the dynamic composition corpus of Beijing language and language University "HSK" as the data source, using the theories of interlanguage, structuralist linguistics, and error analysis. Combined with comparative analysis, this paper analyzes the errors in the process of Chinese word order acquisition by Japanese students, probes into the causes of errors, and puts forward the corresponding strategies. This paper compares the adverbial and attributive word order between Chinese and Japanese, and analyzes the error types of adverbial, attributive, complement, object and so on. The common errors in adverbial word order of Japanese students are: forward error of single adverbial, error of backward shift of single adverbial and error of word order of multiple adverbial. The errors of attributive word order mainly include attributive and central errors and many attributive word order errors, and complement word order errors include: resultant complement, directional complement, word order error of quantitative complement and word order error of predicate and complement. The errors in the word order of object mainly include the structure of object, the error of object structure and the mistake of confusing subject with object. This paper analyzes the Chinese word order bias of Japanese students and concludes that the main reasons are: the influence of negative transfer of mother tongue and target language, the influence of learners' learning motivation and strategies; The professional quality of TCFL teachers is mixed, and the special teaching experience for Japanese students is relatively lacking. It also puts forward the corresponding teaching strategies: pay attention to comparison, strengthen the pertinence of teaching, pay attention to teaching method, pay attention to teaching according to students' aptitude.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2193378
[Abstract]:Word order is one of the important grammatical means in modern Chinese. It is also a difficult point in teaching Chinese as a foreign language. There are many errors in the Chinese word order of Japanese students. This paper uses the dynamic composition corpus of Beijing language and language University "HSK" as the data source, using the theories of interlanguage, structuralist linguistics, and error analysis. Combined with comparative analysis, this paper analyzes the errors in the process of Chinese word order acquisition by Japanese students, probes into the causes of errors, and puts forward the corresponding strategies. This paper compares the adverbial and attributive word order between Chinese and Japanese, and analyzes the error types of adverbial, attributive, complement, object and so on. The common errors in adverbial word order of Japanese students are: forward error of single adverbial, error of backward shift of single adverbial and error of word order of multiple adverbial. The errors of attributive word order mainly include attributive and central errors and many attributive word order errors, and complement word order errors include: resultant complement, directional complement, word order error of quantitative complement and word order error of predicate and complement. The errors in the word order of object mainly include the structure of object, the error of object structure and the mistake of confusing subject with object. This paper analyzes the Chinese word order bias of Japanese students and concludes that the main reasons are: the influence of negative transfer of mother tongue and target language, the influence of learners' learning motivation and strategies; The professional quality of TCFL teachers is mixed, and the special teaching experience for Japanese students is relatively lacking. It also puts forward the corresponding teaching strategies: pay attention to comparison, strengthen the pertinence of teaching, pay attention to teaching method, pay attention to teaching according to students' aptitude.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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