【摘要】：本文研究的對象是東干族留學(xué)生的漢語語序偏誤問題。按照收集語序偏誤資料、整理分類、分析偏誤原因、提出對策的順序,對這一問題進(jìn)行了細(xì)致地陳述和分析,并探究糾正偏誤的對策。 本論文在結(jié)構(gòu)上主要由六部分構(gòu)成。 第一章是緒論,緒論中主要介紹了論文選題的緣由、意義,研究綜述,研究理論和方法。 第二章是東干族留學(xué)生的語言使用情況和問題概述。東干族留學(xué)生語言使用主要表現(xiàn)為俄語、東干語雙語甚至俄語、東干語、哈薩克斯坦語言等多語現(xiàn)象。另外,東干族留學(xué)生的東干語系統(tǒng)融入了大量外來詞匯,借詞現(xiàn)象較為明顯,尤其是俄語和突厥語借詞。東干族留學(xué)生的漢語學(xué)習(xí)困難主要表現(xiàn)為漢字識別讀寫、語法尤其是語序問題、寫作障礙。 東干族留學(xué)生語序偏誤類型分為：1.定語語序偏誤,2.狀語語序偏誤,3.補語語序偏誤,4.介詞短語語序偏誤,5.賓語前置偏誤,6.主謂短語語序偏誤,7.復(fù)句語序偏誤七種類型。 第三章是中亞東干族留學(xué)生的漢語定語語序偏誤及成因。通過對問卷調(diào)查、訪談、學(xué)生作文和偏誤例句的整理和分類,東干族學(xué)生容易出現(xiàn)的定語偏誤分為：領(lǐng)屬定語和其他成分一起作定語,數(shù)量詞和其他成分一起作定語,表處所的定語和其他定語連用三種情況。另外,還對東干族留學(xué)生和其他國家留學(xué)生定語偏誤做了對比,分析了東干族留學(xué)生和日本、越南、巴西國家的學(xué)生定語偏誤的異同。 第四章是中亞東干族留學(xué)生的漢語狀語語序偏誤及成因,這一章將東干族留學(xué)生狀語偏誤分為狀語前移偏誤、狀語后移偏誤、多項狀語偏誤三種。狀語語序偏誤情況復(fù)雜,是學(xué)習(xí)中的一大難點。留學(xué)生的狀語偏誤除了和其自身學(xué)習(xí)不足有關(guān)外,還和教師的講解和訓(xùn)練的失誤有關(guān),但最主要的因素還在于母語負(fù)遷移。因此,針對不同的偏誤,教師應(yīng)該有的放矢,有針對地提高對外漢語教學(xué)的效果。 第五章分析了補語語序偏誤、賓語前移偏誤、介詞短語偏誤等幾類現(xiàn)象及原因和對策。其中補語語序偏誤主要是由語法知識的不對等和訓(xùn)練不足造成的。東干族留學(xué)生在介詞短語偏誤方面的問題也較嚴(yán)重。 第六章,主要是從學(xué)習(xí)策略的角度,針對東干族七種語序偏誤,從語際負(fù)遷移、語內(nèi)遷移、教學(xué)因素、學(xué)習(xí)策略不足四個方面進(jìn)行了具體分析,并提出了相應(yīng)的對策,以求對其漢語學(xué)習(xí)提供幫助。
[Abstract]:The object of this paper is the Chinese word order error of Donggan foreign students. According to the collection of word order error data, sorting out the classification, analyzing the causes of errors, putting forward the order of countermeasures, this paper makes a detailed statement and analysis of this problem, and probes into the countermeasures to correct the errors. The structure of this paper is mainly composed of six parts. The first chapter is the introduction, which mainly introduces the reason, significance, research summary, research theory and method of the topic selection. The second chapter is an overview of the language use and problems of Donggan students. The language use of Donggan students is mainly manifested in Russian, Donggan bilingualism and even Russian, Donggan language, Kazakh language and other multilingual phenomena. In addition, the Donggan language system of Donggan students is integrated into a large number of foreign words, and the phenomenon of loanwords is more obvious, especially Russian and Turkic loanwords. The Chinese learning difficulties of Donggan students are mainly manifested in Chinese character recognition, reading and writing, grammar, especially word order, and writing obstacles. The types of word order errors of Donggan foreign students are as follows: 1. Attributive word order error, 2. Adverbial word order error, 3. Complement word order error, 4. Prepositional phrase word order error, 5. Object preposition error, 6. Subject-predicate phrase word order error, 7. There are seven types of complex sentence word order errors. The third chapter is the Chinese attributive word order error and its causes of Donggan students in Central Asia. Through the collation and classification of questionnaires, interviews, students' essays and error examples, the attributive errors of Donggan students are divided into: attributives and other components are used as attributives, quantitative words and other components as attributives. There are three cases in which attributives and other attributives are used in the table. In addition, the attributive errors of Donggan students and those of other countries are compared, and the similarities and differences of attributive errors between Donggan students and students from Japan, Vietnam and Brazil are analyzed. The fourth chapter is the Chinese adverbial errors and their causes of Donggan students in Central Asia. This chapter divides the adverbial errors of Donggan students into three types: adverbial forward error, adverbial backward error and multiple adverbial error. Adverbial word order error is a difficult point in learning because of its complexity. The adverbial errors of foreign students are not only related to their own lack of learning, but also related to the teachers' mistakes in explanation and training, but the most important factor lies in the negative transfer of their mother tongue. Therefore, in view of different errors, teachers should be targeted and improve the effect of teaching Chinese as a foreign language. The fifth chapter analyzes several kinds of phenomena, such as complement word order error, object forward shift error, preposition phrase error and so on, and their causes and countermeasures. Among them, the complement word order error is mainly caused by the inequality of grammatical knowledge and the lack of training. Donggan students also have serious problems in prepositional phrase errors. The sixth chapter, mainly from the point of view of learning strategies, analyzes the seven word order errors of Donggan nationality from four aspects: negative interlingual transfer, intralingual transfer, teaching factors and insufficient learning strategies, and puts forward the corresponding countermeasures. In order to provide help for his Chinese learning.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195.3

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