【摘要】：維吾爾族是新疆最具民族特色的少數(shù)民族之一。他們所處的獨(dú)特的語言環(huán)境和特殊的文化氛圍,造就了他們特有的語言學(xué)習(xí)特征。定語從句因?yàn)槠渚浞ńY(jié)構(gòu)的獨(dú)特性、存在的普遍性和使用的高頻性引起了語言學(xué)家的普遍重視。國內(nèi)外研究者從多個(gè)角度對該問題進(jìn)行探討,提出多種可能性的假設(shè),做出相應(yīng)的闡釋,然而英語為三語的維吾爾族學(xué)生的英語定語從句習(xí)得情況如何,通過檢索,發(fā)現(xiàn)甚少。為此,本研究以新疆某高校非英語專業(yè)維吾爾族民考漢50名大學(xué)生為研究對象,采用漢譯英、句子合并、英譯漢和語法判斷四項(xiàng)測試,并輔助于訪談法,探討維吾爾族大學(xué)生英語定語從句習(xí)得情況。主要研究以下三個(gè)問題:1.新疆維吾爾族大學(xué)生理解和產(chǎn)出英語定語從句的難度層級(jí)是怎樣的?他們習(xí)得從句的層級(jí)是否與名詞短語可及性層級(jí)假設(shè)和感知難度假設(shè)一致?2.分析維吾爾族大學(xué)生在理解型和產(chǎn)出型測試中出現(xiàn)的錯(cuò)誤,并探究學(xué)生出現(xiàn)錯(cuò)誤的主要原因有哪些?3.如何提高新疆維吾爾族大學(xué)生英語定語從句的習(xí)得準(zhǔn)確性?研究發(fā)現(xiàn):1.維吾爾族大學(xué)生在理解和產(chǎn)出英語定語從句時(shí),得出的難度層級(jí)與名詞短語可及性層級(jí)假設(shè)不符,但與感知難度假設(shè)完全一致。被試在習(xí)得各類定語從句時(shí)表現(xiàn)出不同的困難層級(jí)。2.對于母語為維語的三語習(xí)得者來說,被試在習(xí)得英語定語從句的過程中出現(xiàn)的錯(cuò)誤有保留代詞、不鄰接、錯(cuò)誤的關(guān)系代詞、關(guān)系代詞不當(dāng)省略,省略先行詞和定語從句混用六類錯(cuò)誤。結(jié)合訪談,對錯(cuò)誤原因加以分析發(fā)現(xiàn),由于英、漢、維三種語言在句法結(jié)構(gòu)上的差異,被試在習(xí)得定語從句時(shí),會(huì)受到其母語和二語的共同遷移。三種語言的定語從句心理距離較遠(yuǎn),被試會(huì)回避使用定語從句。本研究對維吾爾族學(xué)生英語定語從句的教學(xué)和習(xí)得有以下建議與對策:教師在教學(xué)實(shí)踐中注重英語定語從句的系統(tǒng)性教學(xué);教學(xué)中注重對比三種語言的句法結(jié)構(gòu)差異;增加可理解性輸入和輸出;根據(jù)學(xué)生差異和需求實(shí)施分級(jí)教學(xué)與評價(jià)體系;改進(jìn)從句的教學(xué)方法;注重學(xué)習(xí)者差異,提高學(xué)習(xí)者的學(xué)習(xí)策略和興趣;不斷提高漢語水平,提高漢語的意識(shí)程度。
[Abstract]:Uighur is one of the most ethnic minorities in Xinjiang. Their unique language environment and special cultural atmosphere have created their unique language learning characteristics. Attributive clauses have attracted the attention of linguists because of their unique syntactic structure, universality of existence and high frequency of use. Researchers at home and abroad have discussed the problem from many angles, put forward a variety of hypotheses, and made corresponding explanations. However, the acquisition of attributive clauses in English trilingual Uyghur students is rarely found through retrieval. Therefore, this study takes 50 Uighur college students who are non-English majors in a university in Xinjiang as the subjects, and uses four tests: Chinese-English translation, sentence merging, English-Chinese translation and grammatical judgment, which are supported by the interview method. To explore the acquisition of attributive clauses among Uighur college students. The main study of the following three issues: 1. What is the difficulty level for Xinjiang Uygur college students to understand and produce English attributive clauses? Do they acquire clauses at the same level as the noun phrase accessibility level hypothesis and perception difficulty hypothesis? 2. This paper analyzes the errors of Uighur college students in the test of comprehension and output, and explores the main reasons for them to make mistakes? (3) what are the main reasons for the errors in Uighur college students? How to improve the English attributive clause acquisition accuracy of Xinjiang Uygur college students? Research findings: 1. When Uighur college students understand and produce English attributive clauses, the difficulty level is not consistent with the reachability level hypothesis of noun phrase, but it is completely consistent with the perception difficulty hypothesis. The subjects showed different difficulty levels in the acquisition of attributive clauses. 2. For trilingual learners who are native speakers of Uygur language, there are reserved pronouns, non-contiguous pronouns, incorrect relational pronouns and improper omissions of relational pronouns in the process of acquisition of English attributive clauses. Omit six types of errors in the mixed use of antecedents and attributive clauses. Based on the interviews, it is found that due to the differences in syntactic structure among English, Chinese and Uyghur languages, the subjects will be transferred by their mother tongue and second language when they acquire attributive clauses. The attributive clauses of the three languages have a long psychological distance, and they will avoid using attributive clauses. This study has the following suggestions and countermeasures on the teaching and acquisition of English attributive clauses for Uygur students: teachers pay attention to systematic teaching of English attributive clauses in teaching practice, pay attention to the contrast of syntactic structure differences among the three languages in teaching, and the teachers pay attention to the systematic teaching of English attributive clauses in teaching practice. We should increase comprehensible input and output, implement hierarchical teaching and evaluation system according to students' differences and needs, improve teaching methods of clause, pay attention to learners' differences and improve learners' learning strategies and interests. Constantly improve the level of Chinese, improve the level of awareness of Chinese.
【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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