本文選題：并列連詞 + 二語習得　； 參考：《武漢大學(xué)》2017年博士論文

【摘要】：并列連詞是教學(xué)中至關(guān)重要的一個部分,但同時也是一個難點。目前為止有許多跟連詞相關(guān)的研究,但是針對俄語母語者的調(diào)查研究不多,這也是本論文的創(chuàng)新點之一。本調(diào)查中我們在本體研究和第二語言習得理論基礎(chǔ)上分析一組并列連詞,即"和"、"而"、"而且"、"或者"、"還是"。并列連詞"和"、"而"、"而且"在俄語中在某些情況下有同樣的對應(yīng)詞"H","或者"和"還是"也只有一個對應(yīng)詞"(?)",因此俄語母語者很容易混淆其語義和句法功能。我們設(shè)計了兩套問卷,其考題中的例句都來自于漢語教材、工具書和俄羅斯文學(xué)作品的譯文。第二章中我們分析俄語母語者使用并列連詞的六種偏誤:誤加、誤代、遺漏、錯序、錯用和雜糅偏誤。我們發(fā)現(xiàn)偏誤率最高的是連詞"而",其中誤代偏誤是最多。問卷調(diào)查表明學(xué)習者經(jīng)�；煊貌⒘羞B詞所表示的語義關(guān)系,如用"而且"來表示轉(zhuǎn)折關(guān)系:*大家都表示滿意,而且他還是表示不滿意。因此,在第三章我們從不同角度分析偏誤的成因,其中包括:本體研究角度(語義功能的復(fù)雜性和句法功能的差異性)、學(xué)習者角度(母語和目的語負遷移、學(xué)習者自身原因)、教學(xué)角度(教材、工具書、課堂教學(xué)和教師方面的因素)。本文中我們分析果戈理《舊式地主》、《塔拉斯·布爾巴》、陀思妥耶夫斯基《罪與罰》俄羅斯文學(xué)作品及其中文譯文,并且發(fā)現(xiàn)所研究的五個并列連詞在俄語和漢語中的區(qū)別,比如漢語中分句表示承接關(guān)系時可以遺漏連詞,但是俄語中不能遺漏。這一點可能導(dǎo)致俄語母語者出現(xiàn)誤加偏誤:*我特意穿上了新買的唐裝,和訂了一束鮮花,和趕到酒店。本文中我們分析三套漢語教材,即《發(fā)展?jié)h語》(共六冊)、《漢語教程》(俄語版)(共六冊)和《漢語新目標》(共九冊),并且指出其缺點:習得順序缺乏系統(tǒng)性、缺乏意思相近的并列連詞解析(如,"和"與"而"、"或者"與"還是")、缺乏代表性的例句、練習單調(diào)、沒有復(fù)習語法點的相關(guān)練習與活動等等。第四章中我們提出課堂教學(xué)的建議,其中包括:合理安排連詞習得順序、完善并列連詞的解析、堅持"溫故而知新"的原則等等。我們認為漢語教師應(yīng)該提高總體漢語知識結(jié)構(gòu),并且注重交際性的教學(xué)法。
[Abstract]:Juxtaposition is an important part of teaching, but it is also a difficult point. So far, there have been many researches on conjunctions, but there are few researches on Russian native speakers, which is one of the innovations of this thesis. In this study, we analyze a set of juxtaposition conjunctions on the basis of ontological study and second language acquisition theory, that is, "and", "and", "or", "or". The juxtaposition conjunctions "and," and in some cases have the same corresponding words "H", "or" have only one corresponding word, so it is easy for Russian native speakers to confuse their semantic and syntactic functions. We designed two sets of questionnaires, in which the sample sentences are derived from Chinese textbooks, reference books and translations of Russian literature. In the second chapter, we analyze six kinds of errors in the use of juxtaposed conjunctions by Russian native speakers: addition, generation, omission, misorder, misuse and hybridity. We find that the highest error rate is the conjunction "and", in which the most error-error-error-error-error-error-error is found. The questionnaire survey shows that learners often use juxtaposed conjunctions to express semantic relations, such as "and" to indicate the transition relationship: * everyone expresses satisfaction, and he still expresses dissatisfaction. Therefore, in Chapter 3, we analyze the causes of errors from different angles, including: ontology (complexity of semantic functions and differences in syntactic functions), Learner's perspective (negative transfer of mother tongue and target language). Learner's own reasons, teaching angle (textbook, reference book, classroom teaching and teacher). In this paper, we analyze Gogol's "Old landlord", < Tlass 路Burba >, Dostoevsky's "Crime and punishment" and their Chinese translations, and find the differences between the five parallel conjunctions in Russian and Chinese. For example, Chinese clauses can omit conjunctions when accepting relations, but not in Russian. This may have led to a mistake in the Russian native language: * * I put on my new Tang suit and ordered a bouquet of flowers and arrived at the hotel. In this paper, we analyze three sets of Chinese teaching materials, that is, Development Chinese (six volumes in all), Chinese course (six volumes in Russian) and New goals in Chinese (nine volumes in all), and point out their disadvantages: lack of systematic learning sequence. Lack of parse of paratactic conjunctions with similar meanings (e.g., "and" and "and" or "or"), lack of representative example sentences, monotonous practice, no review of grammatical points and related exercises and activities, etc. In the fourth chapter, we put forward the suggestions of classroom teaching, including: arranging the acquisition order of conjunctions reasonably, perfecting the parse of parallel conjunctions, insisting on the principle of "knowing the old and knowing the new" and so on. We believe that Chinese teachers should improve the overall Chinese knowledge structure and pay attention to communicative teaching methods.
【學(xué)位授予單位】：武漢大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：H195.3
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本文編號：1811911