本文選題：維吾爾族 + 漢語隱現(xiàn)句　； 參考：《中央民族大學(xué)》2013年碩士論文

【摘要】：存現(xiàn)句是語言中重要的語義范疇之一,漢語隱現(xiàn)句句式結(jié)構(gòu)比較特殊,是第二語言教學(xué)的難點(diǎn)和重點(diǎn)。據(jù)已掌握資料,已有人對漢語隱現(xiàn)句本體和習(xí)得進(jìn)行過專門的研究,但針對維吾爾族學(xué)生習(xí)得漢語隱現(xiàn)句的研究尚屬空白。本文主要通過問卷調(diào)查,獲取了大量的關(guān)于隱現(xiàn)句的語料,采用數(shù)據(jù)統(tǒng)計(jì)和對比分析的方法,運(yùn)用對比語言學(xué)和第二語言習(xí)得理論,對維吾爾族學(xué)生習(xí)得漢語隱現(xiàn)句的偏誤材料出現(xiàn)偏誤的原因進(jìn)行了分析。進(jìn)而,對造成這種現(xiàn)象的原因進(jìn)行了深入的分析,并提出相應(yīng)的建議以期解決維吾爾族學(xué)生習(xí)得漢語隱現(xiàn)句中存在的問題。 本文共分為四章,研究綜述與思路、問卷設(shè)計(jì)與調(diào)查分析、偏誤統(tǒng)計(jì)與分析、偏誤成因分析與教學(xué)建議。 本研究依據(jù)隱現(xiàn)句中謂語動詞的不同將其分為“趨向動詞”類、“動作性動詞+趨向動詞”類、“瞬時(shí)性動詞”類,最終歸納為24個(gè)典型的隱現(xiàn)句句式。對157位維吾爾族學(xué)生進(jìn)行問卷調(diào)查,對調(diào)查結(jié)果進(jìn)行偏誤統(tǒng)計(jì)。得出：“動作性動詞+趨向動詞”類隱現(xiàn)句偏誤率最高,為40.11%,“趨向動詞”類隱現(xiàn)句次之,為30.25%,“瞬時(shí)性動詞”類隱現(xiàn)句偏誤率最低,為22.14%�！摆呄騽釉~”類隱現(xiàn)句中句式“(從)NP起+來了+NP施”和句式“NP終+‘來’類復(fù)合趨向動詞(了)+NP施”是最易出錯(cuò)的句式,偏誤率分別為62.5%和56.25%。“動作性動詞+趨向動詞”類隱現(xiàn)句中,句式“(從)NP起+V+來[了]+NP施”是最易出錯(cuò)的句式,出現(xiàn)的偏誤率最高,為62.5%�！八矔r(shí)性動詞”類隱現(xiàn)句中,句式“NP處+消失了+NP施”的偏誤率最高,為46.25%。 從偏誤語料中歸納出11種偏誤,偏誤率從大到小依次為：遺漏趨向補(bǔ)語偏誤、動詞使用不當(dāng)偏誤、主語和賓語位置顛倒偏誤、介詞誤用偏誤、主謂語和賓語位置顛倒偏誤、謂語和賓語位置顛倒偏誤、遺漏方位詞偏誤、介詞多余偏誤、定語的偏誤、遺漏數(shù)量詞、遺漏助詞“了”偏誤。 對漢語隱現(xiàn)句中的虛詞“在”、“從”、“了”,進(jìn)行統(tǒng)計(jì)分析,虛詞使用泛化現(xiàn)象比較嚴(yán)重,并對隱現(xiàn)句的替換句式進(jìn)行統(tǒng)計(jì)分析,發(fā)現(xiàn)約有40%的維吾爾族學(xué)生在遇到隱現(xiàn)句時(shí),會使用其他替換句式回避漢語隱現(xiàn)句。 文章深入分析了維吾爾族學(xué)生漢語隱現(xiàn)句習(xí)得偏誤產(chǎn)生的原因,主要有母語的干擾、對細(xì)則的不了解、教材不當(dāng)、教師水平有限、學(xué)生自身因素等。最后本文提出在教材編寫和教學(xué)過程中的改進(jìn)措施。
[Abstract]:Existential sentence is one of the important semantic categories in language. According to the available data, some people have made special research on the Noumenon and acquisition of Chinese concealed sentences, but the research on the acquisition of Chinese concealed sentences by Uygur students is still blank. In this paper, a large number of data on the hidden sentences are obtained through questionnaires, and the methods of data statistics and contrastive analysis are used, and the theories of contrastive linguistics and second language acquisition are used. This paper analyzes the causes of errors in Uygur students' acquisition of Chinese hidden sentences. Furthermore, the causes of this phenomenon are analyzed in depth, and the corresponding suggestions are put forward in order to solve the problems existing in the acquisition of Chinese hidden sentences by Uygur students. This paper is divided into four chapters: research summary and thinking, questionnaire design and investigation analysis, error statistics and analysis, error cause analysis and teaching advice. According to the differences of predicate verbs in hidden sentences, this study divides them into "directional verbs", "action verbs towards verbs" and "instantaneous verbs", which are finally classified into 24 typical hidden sentence types. A questionnaire survey was conducted among 157 Uygur students. The results show that the error rate of "action verb directional verb" is the highest, that of "directional verb" is 40.11, that of "directional verb" is 30.25, and that of "instantaneous verb" is the lowest (22.14). "directional verb" is the most error-prone sentence, with the error rates of 62.5% and 56.25%, respectively. In the "action verb trend verb", "sentence pattern" is the most error-prone sentence pattern, with the highest error rate (62.5%). In "instantaneous verb", the error rate of "NP disappeared at NP" is the highest, which is 46.25. From the corpus of errors, 11 kinds of errors are summarized. The error rates are as follows: omitting trend complement error, improper use of verb, subject and object position reversal error, preposition misusing error, subject predicate and object position reversal error, and so on. The position of predicate and object is reversed, the error of omitting location word, the redundant error of preposition, the error of attributive, the omission of quantitive word, the omission of auxiliary word, the error of "left out". This paper makes a statistical analysis of the function words "Ze", "Zou", "Huo" in Chinese hidden sentences, and makes a statistical analysis of the substitution sentence structure of the concealed sentences. It is found that about 40% of Uygur students will use other substitution sentences to avoid Chinese hidden sentences when they encounter hidden sentences. This paper deeply analyzes the causes of the errors in the acquisition of Chinese hidden sentences by Uygur students, such as the interference of their mother tongue, the lack of understanding of the rules, the improper teaching materials, the limited level of teachers, the students' own factors and so on. Finally, this paper puts forward the improvement measures in the course of textbook compilation and teaching.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H193.5

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