外文翻譯譯文：

留學生在學習漢語語法過程中普遍感到漢語的介詞難學難用，原因之一是漢語語法缺少嚴格意義的形態(tài)變化，這一特點決定了介詞在漢語中占有重要的位置。介詞沒有什么實在意義，表示的是抽象的語法意義，，一般不易捉摸，而且介詞用法靈活，一個介詞又往往可以表示多種語法意義，所以常常是漢語學習中的難點。原因之二是作為漢語本體的研究與教學者，我們對本身就錯綜復雜的漢語介詞的語法功能研究得不夠深入，教學當中使用的方法也不夠科學，這就更使得留學生在使用漢語介詞時會產生大量的偏誤。原因之三是由于外國學生的母語背景不同，與漢語語法結構差異較大，因此學習起來尤為吃力。例如，從傳統(tǒng)的語言類型學的角度看，日語是黏著語，漢語是孤立語，英語是屈折語。不同的語法體系，給留學生帶來相當大的學習困難，尤其是介詞。
這篇文章以中介語理論為基礎，以現(xiàn)代漢語通用平衡語料庫和北京語言大學 HSK（漢語水平考試）動態(tài)作文語料庫為數據來源，運用對比分析法和偏誤分析法，分析英語、日語學生漢語介詞使用頻率，并與中國人的使用頻率進行對比；同時重點探討同為印歐語系但母語背景不同的留學生在漢語介詞習得過程中的偏誤情況。
漢語的介詞是一個封閉的小類，在第二語言學習過程中存在許多問題。但是對于不同母語背景的學習者來說，學習中遇到的問題是不同的。本文以“漢語中介語語料庫”所反映出來的中介語現(xiàn)象為根據，探討歐美學生（母語為印歐語系的語言）在習得漢語介詞時所表現(xiàn)出來的一些特點，并針對學習者的語言偏誤傾向提出教學建議。

外文文獻原文：

It is difficult for foreign students to learn Chinese prepositions in the process oflearning Chinese grammar. First of all, in a strict sense, the Chinese grammar ischaracterized by a dearth of morphological changes, which gives prepositions a pivotalrole to play in the Chinese language. Prepositions have no content meaning, but abstractgrammatical meaning with flexible usage, and one preposition always has multiplegrammatical meanings, so it is hard to learn. Secondly, the Chinese researchers andteachers’ inadequate knowledge of the complicated grammatical functions of theChinese prepositions, as well as the inappropriate teaching methodologies may lead tothe foreign students’ making of errors in using Chinese prepositions. Thirdly, due to thedifferent language background and the different grammatical structures between theirmother tongues and the Chinese language, foreign learners often find the learning taskeven harder. For example, Japanese is an adherent language, Chinese is a typicalisolated language, and English is an inflected language. The different grammaticalsystems of these three languages make it very hard for the foreign learners of Chinese tocope with especially in the learning of Chinese prepositions.

Based on the Inter-language Theory, this study adopts the method of contrastiveanalysis and error analysis to analyze the data collected from the Modern ChineseGeneral Balanced Corpus and the HSK (Chinese Proficiency Test) DynamicComposition Corpus. The present study aims to analyze the frequencies in the use ofChinese prepositions by English and Japanese students, in contrast with the Chinesenative speakers’ data. Moreover, the study also focuses on the prepositional errors madeby the Chinese learners of different mother tongues—Russian, French, and English (ofthe same Indo-European family) in particular, in their acquisition process of Chineseprepositions.
Chinese preposition is a closed categories, there are many problems in the process of learning a second language. But speaking backgrounds for different learners, problems encountered in the study is different. In this paper, "Chinese Interlanguage Corpus" as reflected in interlanguage phenomenon as the basis to explore the European and American students (up to the Indo-European language) when the acquisition of Chinese prepositions demonstrated some of the features, and biased for language learners mistaken tendency teaching suggestions put forward.
1. The European and American students of Chinese prepositions frequency analysis
From the traditional perspective of linguistic typology, Chinese is typically isolated, Japanese language is typical of adhesion, Indo-European
The language is typical inflected language. These three different types of language use different syntax mean to express the same grammatical meaning. This typology affects characteristic native learners with some bias when the acquisition of the target language. This paper analyzes the European and American students of Chinese preposition usage, and the Japanese learner, learner Koreas and China to explore the European and American human corpus students have some reason in favor of interlanguage contrast items.
Overall, European and American students in the use of prepositions when they speak Chinese have their own characteristics, the characteristics of the first performance on the frequency of use. Compared with Japanese learners, the two Koreas and Chinese-speaking learners of Chinese, European and American students to use prepositions frequency is much higher. We know that the Indo-European preposition developed than the Chinese, the number of prepositions than the Chinese, the division ratio of Chinese fine. So European and American students learning Chinese tend to use more time preposition. For example, the Chinese have a lot of phrases are linked closely together, with no preposition position, but if the literal translation of the words in English, there are many cases need to add preposition. English prepositions in Indo-European is not the most common language, accordingly, the performance of the intermediary language learners of English have also been reflected in the background: from the situation we have observed, the English and German, Russian, French, Spanish, Italian, Serbian preposition compared to the frequency of use is the lowest, but still higher than in Japan learner, learner and inter-Korean high Chinese population.
2. US and European Students in Learning Chinese Prepositions errors rate and type of errors
Due to language learners or linguistic background, language learning and experience and other factors, different learners at the acquisition of Chinese prepositions exhibit different tendencies. This difference is mainly reflected in the tendency of the rate of errors and bias types of the two arguments. Different rates of individual errors and may be different types of errors, probably more than one, such as individual differences affect language learners some preferences, textbooks, teachers, learn from the experience of other languages, learning time, learning environment, these poor control variable, so we only discuss bias and bias rate type a learning community, so as to provide a useful material for the classroom probability.
We found that the situation is different learners speaking backgrounds Chinese preposition bias is different, mainly in the different rates of errors, two different aspects of project errors, individual errors preposition different types of bias. Possible reasons are: 1) the learner's native language learners with strong migration effect; 2) The corpus We do not consider according to different grade level, so learners at different stages of learning is demonstrated by the difference covered up; 3) Individual preposition project uses frequency is too low, we cannot understand the real situation of bias. Some prepositions frequency is very low. Therefore the statistical bias was not statistically significant. But this phenomenon allows us to understand another fact: Some learners’ evasive tactics of certain preposition. This can be explained from three aspects: 1) may be due to the use of these prepositions is difficult, not easy to grasp; 2) probably because of fewer opportunities to use these prepositions in Chinese, and will not be used; 3) may be because the study plan arrangement or grammar textbook project arrangements.
3. Teaching strategies for Europe and learners
Europe and America against all kinds of bias arise when students learned Chinese Prepositions tendencies, we can provide some meaningful reference for Teaching Chinese as a Second Language. Bias ratio obtained by our study can remind teachers and textbook writers which preposition is their learning difficulty; our study bias type thus obtained can remind teachers and textbook writers have each preposition in the learning process What kind of problems. Of course, we will from the syntax and semantics even cognitive perspective to explore how to solve these problems.
If we take the European and American students interlanguage corpus corpus and other learning groups together for comparison, they would find that European and American learners with considerable consistency in the process of acquisition of Chinese prepositions, for example, the case of excessive use of prepositions Learners in Europe where there is a widespread phenomenon. Under normal circumstances, Europe and the urge students to use prepositions twice the size of Japanese and Korean students. Judging from the rate of errors, errors rate European and American students compare the average of each preposition, volatility is not. That is, for the European and American students, none is particularly difficult to learn a preposition, nor a preposition which is particularly easy to learn. Since the structure is different from the way Chinese Grammar Indo-European languages in many ways, the problem of European and American students in the learning process preposition encountered often not simply preposition itself, as well as with the problem, the problem structure is incomplete structural dislocation problem, Word Order (prepositional adverbial before the main verb or after the main verb as a complement), where the problem adverbs, negative words where the problem and so on. The more important structures include the following aspects: "the" problem of word structure structural problems, problems of passive structures, structural problems comparative sentence, prepositional order multiple problems, the structural problems of spatial orientation Sentences displacement event Sentences and so on.
The major findings are as follows:
a) Compared with Chinese native speakers, English students are much more likelyto use prepositions. The total frequency in the use of Chinese prepositions by Englishstudents is significantly higher than that of Japanese students. The frequencies betweenJapanese students and Chinese native speakers are not significantly different.
b) Although in the same Indo-European language family, there are still somedifferences in the use of certain prepositions among learners with different language background, namely English, Russian, and French. However, their overall level ofChinese preposition acquisition for the learners of these three groups tend to be veryclose. The frequency order of prepositions from high to low is Russian, French, andEnglish. On the part of the occurrence rate of errors, there are slight differences amongdifferent mother tongues. For the types of errors made by the three groups, all the threekinds of problems are found—structural problems, usage problems, and expressingproblems. The feature of randomness and instability is also found when Indo-Europeanstudents use Chinese prepositions.

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