【摘要】：近年來，全球掀起了一股“漢語熱”，越來越多的國家開始關(guān)注漢語的教學(xué)和學(xué)習(xí)。中歐貿(mào)易合作不斷深入，中國已經(jīng)成為德語國家的最大經(jīng)貿(mào)甚至文化交流方面的合作伙伴之一。作為促進(jìn)交流的工具和文化的載體，如今在很多德語國家的中小學(xué)和高等院校中，漢語為越來越多的師生所歡迎。不僅德國的大中小學(xué)開設(shè)了漢語課程，其他德語國家如奧地利、瑞士等也將漢語學(xué)習(xí)列入他們的教學(xué)大綱之中。而德語區(qū)學(xué)生習(xí)得漢語存在諸多難點(diǎn)，其中漢語狀語語序習(xí)得方面偏誤較多，所以研究相關(guān)偏誤類型，并提出針對性的教學(xué)建議，具有非常重要的意義。 首先，通過閱讀和研究大量漢語和德語的語法書籍，闡述了漢語、德語狀語的定義和分類，總結(jié)描述漢德狀語的句法特征，，并對比分析出兩種狀語語序的區(qū)別。漢、德兩種語言的狀語，在語序問題上，有不同的特點(diǎn)，這也是造成德語區(qū)學(xué)生漢語狀語習(xí)得偏誤的一大因素。 其次，本文從多渠道獲取了學(xué)生習(xí)得偏誤的語料，包括對在德學(xué)生以及在中國的德語區(qū)學(xué)生進(jìn)行的問卷測試，筆者教學(xué)收集的相關(guān)案例，此外還有北京語言大學(xué)HSK動(dòng)態(tài)語料庫以及相關(guān)論著中的偏誤語料。基于這些偏誤語料，本文歸納了德語區(qū)學(xué)生習(xí)得漢語狀語時(shí)易產(chǎn)生的語序偏誤類型：單項(xiàng)狀語語序偏誤和多項(xiàng)狀語語序偏誤，并具體分析了內(nèi)部的偏誤小類，探究產(chǎn)生這些問題的語言內(nèi)部和外部因素。 然后從教師教學(xué)、學(xué)生學(xué)習(xí)、教材編寫等方面，針對漢語狀語語序提出了一些教學(xué)建議和策略。比如在編寫教材的課后習(xí)題時(shí)，可以針對不同水平的學(xué)生設(shè)計(jì)難度不一的連詞成句、看圖說話題等；對德語區(qū)學(xué)生的狀語語序訓(xùn)練，應(yīng)該側(cè)重否定狀語、對象狀語、方式狀語等方面的語序講解等。 本文的研究成果能幫助對外漢語教師了解德語區(qū)學(xué)生習(xí)得狀語時(shí)出現(xiàn)的偏誤類型及原因，并進(jìn)行有針對性的重點(diǎn)操練，從而減少德語區(qū)學(xué)生習(xí)得漢語狀語語序的障礙。同時(shí)也可以幫助德語區(qū)學(xué)生掌握漢語狀語的語序規(guī)律以及漢德狀語語序的差異，由此更有效地習(xí)得漢語狀語語序。
[Abstract]:In recent years, more and more countries begin to pay attention to the teaching and learning of Chinese. With the deepening of China-EU trade cooperation, China has become one of the largest economic, trade and cultural exchange partners of German-speaking countries. As a tool and a carrier of culture, Chinese is now popular with more and more teachers and students in schools and institutions of higher learning in many German-speaking countries. Not only do German universities and primary schools offer Chinese courses, but other German-speaking countries, such as Austria and Switzerland, also include Chinese learning in their syllabuses. However, there are many difficulties in the acquisition of Chinese by German language students, among which there are many errors in the acquisition of Chinese adverbial word order, so it is of great significance to study the types of related errors and put forward targeted teaching suggestions. First, by reading and studying a large number of grammar books in Chinese and German, this paper expounds the definition and classification of Chinese and German adverbials, summarizes and describes the syntactic characteristics of Hande adverbial, and compares the differences between the two adverbials. The adverbials in Chinese and German have different characteristics in word order, which is also a major factor of errors in the acquisition of adverbials in German language regions. Secondly, this paper obtains the data of students' acquisition errors from various channels, including the questionnaire test of students in Germany and German-speaking area students in China, and the relevant cases collected by the author in teaching. In addition, there are the HSK dynamic Corpus of Beijing language and language University and the errors in related works. Based on these errors, this paper summarizes the types of word order errors that occur in the acquisition of Chinese adverbials by German language students: monomial adverbial order errors and multi-adverbial word order errors, and analyzes the internal subcategories of errors. Explore the internal and external factors that cause these problems. Then it puts forward some teaching suggestions and strategies for Chinese adverbial word order from the aspects of teachers' teaching, students' learning and textbook compiling. For example, in the preparation of the textbooks after class exercises, can be aimed at different levels of students to design different levels of conjunctions into sentences, to see the topic of illustration and so on; The training of adverbial word order for German students should focus on negative adverbial, object adverbial, mode adverbial and so on. The research results of this paper can help TCFL teachers to understand the types and causes of errors in the acquisition of adverbials by Germanic students, and carry out focused exercises, thus reducing the obstacles to the acquisition of Chinese adverbial word order by Germanic language students. At the same time, it can help the students of German language to master the rules of Chinese adverbial word order and the difference of Chinese adverbial word order, so that they can acquire Chinese adverbial word order more effectively.
【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195.3

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