哈萨克族人普通话语法等级特征和教学策略研究

发布时间：2018-04-18 08:54

本文选题：哈族 + 汉语　；参考：《南京师范大学》2017年硕士论文

【摘要】：本文从“主谓宾定状补”六种句法成分和“把字句”“被动句”“是字句”“有字句”“存现句” “连谓句”“兼语句”“重动句” “双宾语句” “比较句” “主谓谓语句”十一种典型句型句式入手,对哈萨克族人所说的的五个等级普通话进行了一次全面系统的语法偏误分析和等级特征的归纳概括,并提出了相应的教学策略。一、句法成分的偏误特征表现为:数量名结构使用不当,特别是量词的偏误;词语搭配不当,多是词性、数量和概念不匹配;结构助词“的”“地”的偏误;能愿动词和副词的使用不当;“主谓宾定状补”句法成分间的混淆,尤其是定语和状语、补语和状语的混用;介词短语、方位短语和时间词语做状语时的混用;多层定语和多层状语的顺序问题,尤其是“游离式”重复偏误。二、典型句型句式的偏误特征表现为:表层句法形式使用不熟练;不清楚深层句法意义和表层句法形式间的关系;回避使用典型句型句式,常用一般动词谓语句进行替换;相似句式间误代。哈萨克人普通话偏误总体上呈现出类型多而杂、综合偏误较多的特征。五个等级普通话偏误难度与普通话等级序列一致,二甲二乙多复句形式,句法层次丰富,三甲三乙不入级多单句形式,其中不入级的半句和不成句现象较多。各个等级普通话的语法偏误分布多呈现倒U型,二乙和三甲普通话表现出明显的过渡特征,可能有下面几方面的原因:中介语特性;样本问题;口语语料的特殊性;高等级和低等级普通话话语量和语法难度的不均衡性;普通话水平测试标准;偏误分析的主观性。在教学策略上,要坚持句法、语义、语用三个平面的语法观,要注意使用具体可感的教学手段,分解难点,分步骤进行,由易到难,循序渐进,在多种形式的操练中帮助学习者掌握知识,提升学习策略。
[Abstract]:This paper compares the six syntactic elements of "subject and predicate" and "Ba", "passive sentence", "character sentence", "existential sentence", "continuous predicate sentence", "concurrent predicate sentence", "verb sentence" and "double object sentence" in comparison with "Ba sentence", "passive sentence", "character sentence", "existential sentence", "continuous predicate sentence", "concurrent sentence" and "double object sentence".There are eleven typical sentence patterns of "subject-predicate sentence".This paper makes a comprehensive and systematic analysis of grammatical errors and hierarchical features of the five levels of Putonghua spoken by Kazakh people and puts forward corresponding teaching strategies.First, the error characteristics of syntactic components are as follows: improper use of quantitative noun structure, especially the error of quantifier, improper collocation of words, mismatch of parts of speech, quantity and concept, error of "place" of structural auxiliary word;Improper use of verbs and adverbs; confusion between the syntactic elements of "subject-predicate adverbial complement", especially the mixed use of attributives and adverbials, complements and adverbials, prepositional phrases, locative phrases and temporal phrases as adverbials;The order of multi-attribute and multi-level adverbial, especially the "free" repetition error.Second, the error characteristics of typical sentence patterns are as follows: the use of surface syntactic forms is not proficient, the relationship between deep syntactic meaning and surface syntactic forms is not clear, the typical sentence patterns are avoided and the common verb predicate sentences are used to replace them;Similar sentences are misrepresented.Kazakh mandarin errors generally show the characteristics of many types and many comprehensive errors.The difficulty of errors in five levels of Putonghua is the same as the sequence of Putonghua grades. There are many syntactic levels in two-level two-second complex sentences, and there are three levels of multi-sentence forms, among which there are more half-sentences and non-sentences.The distribution of grammatical errors in different levels of Putonghua is mostly inverted U-shaped. Second and third Putonghua have obvious transitional characteristics, which may have the following reasons: interlanguage characteristics; sample problems; particularity of spoken language data;The disequilibrium of discourse quantity and grammatical difficulty between high and low grade Putonghua; the standard of Putonghua proficiency test; the subjectivity of error analysis.In the teaching strategy, we should insist on the grammatical view of syntax, semantics and pragmatics, pay attention to the use of concrete and perceptible teaching methods, decompose the difficult points, proceed step by step, from easy to difficult, step by step,Help learners master knowledge and improve learning strategies in various forms of practice.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H19

【参考文献】