【摘要】：漢語語序在現(xiàn)代漢語語法里占有極其重要的位置，漢語是一種孤立語，缺少詞形變化，主要依靠語序和虛詞來表達(dá)語法關(guān)系和語法意義；英語是屈折語，詞形變化豐富，主要依靠詞形變化來表達(dá)詞與詞之間的關(guān)系。因此與英語相比，漢語的語序更為重要。 筆者對北京語言大學(xué)HSK動態(tài)作文語料庫考察發(fā)現(xiàn)，，在所有錯誤統(tǒng)計中，外國留學(xué)生語序偏誤的頻次和頻率均為最高，因此筆者針對英語背景學(xué)習(xí)者的漢語語序偏誤問題進行著重研究。 首先，筆者對語料庫的全部語序偏誤語料進行了篩選，選取了澳大利亞、美國、英國、加拿大、新西蘭這五個國家留學(xué)生的語序偏誤語料，然后對它們進行細(xì)致地分類，將這些語序偏誤語料分為五大類。它們是狀語、定語、補語、賓語和主謂語序偏誤。然后又將狀語語序偏誤進行了再次分類，分為副詞、介詞、能愿動詞、名詞作狀語時的偏誤情況。將定語的語序偏誤分為體詞和謂詞作定語兩種情況。最后根據(jù)這些語料，依據(jù)英漢專業(yè)知識，將兩者進行對比分析和偏誤分析。 根據(jù)以上偏誤分析，初步解釋了偏誤產(chǎn)生的原因，并將其歸為四點：第一，母語負(fù)遷移；第二，目的語知識負(fù)遷移；第三，教師教學(xué)的影響；第四，教材編寫的影響。并且，對對外漢語教學(xué)提出了三點建議，第一，對外漢語教學(xué)中的文化導(dǎo)入；第二，循序漸進的教學(xué)；第三，采用生動有趣的教法。
[Abstract]:Chinese word order plays an extremely important role in modern Chinese grammar. Chinese is an isolated language, which lacks the change of word form, and mainly relies on word order and function words to express grammatical relations and grammatical meanings. English is a kind of flexion and inflection, which mainly depends on the change of lexical form to express the relationship between words and words. Therefore, Chinese word order is more important than English. The author investigates the HSK dynamic composition corpus of Beijing language and language University and finds that the frequency and frequency of word order errors of foreign students are the highest in all error statistics. Therefore, the author focuses on the Chinese word order bias of English background learners. First of all, the author screened all the corpus's word order bias data, and selected the word order bias data from Australia, the United States, the United Kingdom, Canada and New Zealand, and then classified them carefully. These word order errors are classified into five categories. They are adverbial, attributive, complement, object and subject-predicate word order bias. Then the adverbial word order errors are classified into adverbs, prepositions, willing verbs and nouns as adverbial errors. The error of word order of attribute is divided into two cases: aspect and predicate as attributive. Finally, according to these data, according to English and Chinese professional knowledge, the two are analyzed contrastively and error-analysis. According to the above error analysis, this paper preliminarily explains the causes of the errors and classifies them into four points: first, negative transfer of mother tongue; second, negative transfer of target language knowledge; third, the influence of teachers' teaching; and fourth, the influence of textbook compilation. In addition, the author puts forward three suggestions for teaching Chinese as a foreign language: first, the introduction of culture in teaching Chinese as a foreign language; secondly, step by step teaching; third, the use of lively and interesting teaching methods.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

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