本文選題：對(duì)比語(yǔ)言學(xué) + 漢語(yǔ)　； 參考：《河北大學(xué)》2012年碩士論文

【摘要】：本文在前人研究的基礎(chǔ)上，對(duì)漢語(yǔ)和阿拉伯語(yǔ)狀語(yǔ)及其相關(guān)內(nèi)容做了全面系統(tǒng)的描述。內(nèi)容包括漢語(yǔ)和阿拉伯語(yǔ)對(duì)狀語(yǔ)的界定、狀語(yǔ)與中心語(yǔ)的語(yǔ)義關(guān)系、狀語(yǔ)的結(jié)構(gòu)標(biāo)志、漢語(yǔ)中的特殊狀語(yǔ)以及多項(xiàng)狀語(yǔ)的排列順序等內(nèi)容。嘗試在以上對(duì)比的基礎(chǔ)上預(yù)測(cè)以阿拉伯語(yǔ)為母語(yǔ)的漢語(yǔ)學(xué)習(xí)者在學(xué)習(xí)漢語(yǔ)的過(guò)程中可能出現(xiàn)的偏誤。 通過(guò)對(duì)兩種語(yǔ)言的對(duì)比，發(fā)現(xiàn)他們的狀語(yǔ)成分主要存在五大差異，內(nèi)容如下： 第一、漢語(yǔ)關(guān)于狀語(yǔ)的概念主要側(cè)重于狀語(yǔ)與謂語(yǔ)中心語(yǔ)之間的語(yǔ)義聯(lián)系，阿拉伯語(yǔ)關(guān)于狀語(yǔ)的界定則主要決定于狀語(yǔ)與主語(yǔ)、謂語(yǔ)和賓語(yǔ)三者語(yǔ)義關(guān)系。 第二、漢語(yǔ)狀語(yǔ)為前置型狀語(yǔ)，阿拉伯語(yǔ)狀語(yǔ)是后置型狀語(yǔ)。 第三、漢語(yǔ)可以充當(dāng)狀語(yǔ)的單位主要有詞和短語(yǔ)兩類(lèi)，而阿拉伯語(yǔ)除了詞和短語(yǔ)可以做狀語(yǔ)以外句子也可以擔(dān)任狀語(yǔ)。 第四、漢語(yǔ)狀語(yǔ)的結(jié)構(gòu)標(biāo)志“地”的使用情況比較復(fù)雜，可用，可不用，有時(shí)必須用。阿拉伯語(yǔ)結(jié)構(gòu)關(guān)系更為清晰，結(jié)構(gòu)標(biāo)志一般必須使用。 第五、漢語(yǔ)中有一些特殊的狀語(yǔ)形式，，阿拉伯語(yǔ)中或者完全不存在或者沒(méi)有對(duì)應(yīng)的形式。 由以上比較，我們預(yù)測(cè)阿拉伯語(yǔ)為母語(yǔ)的學(xué)生在學(xué)習(xí)漢語(yǔ)時(shí)可能出現(xiàn)的偏誤有以下幾點(diǎn)： 第一、狀語(yǔ)和中心語(yǔ)位置顛倒，尤其是狀語(yǔ)比較復(fù)雜的時(shí)候。 第二、阿拉伯語(yǔ)對(duì)結(jié)構(gòu)關(guān)系要求非常嚴(yán)格，重視結(jié)構(gòu)標(biāo)志的使用，狀語(yǔ)標(biāo)志必須使用；漢語(yǔ)狀語(yǔ)標(biāo)志的使用情況比較復(fù)雜，由此導(dǎo)致漢語(yǔ)學(xué)習(xí)者對(duì)“地”的使用偏誤。 第三、由于阿拉伯語(yǔ)句子也可以充當(dāng)狀語(yǔ)，這就導(dǎo)致學(xué)生把阿拉伯語(yǔ)的句子狀語(yǔ)轉(zhuǎn)換成漢語(yǔ)詞或者短語(yǔ)狀語(yǔ)的困難。 第四、阿拉伯語(yǔ)為母語(yǔ)的學(xué)生在學(xué)習(xí)漢語(yǔ)特殊的狀語(yǔ)形式時(shí)存在困難。 第五、阿拉伯語(yǔ)學(xué)生在狀語(yǔ)的翻譯中容易把狀語(yǔ)翻譯為主語(yǔ)或者賓語(yǔ)的定語(yǔ)，造成狀語(yǔ)缺失；或者不能將阿拉伯語(yǔ)狀語(yǔ)恰當(dāng)?shù)胤g成漢語(yǔ)主語(yǔ)或者狀語(yǔ)的定語(yǔ)。 在此基礎(chǔ)上,我們?cè)O(shè)計(jì)測(cè)試問(wèn)卷，突出測(cè)試重點(diǎn)，組織測(cè)試，驗(yàn)證測(cè)試結(jié)果。在測(cè)試結(jié)果的基礎(chǔ)上我們得出結(jié)論，狀語(yǔ)與中心語(yǔ)的位置關(guān)系、狀語(yǔ)標(biāo)志“地”、句子狀語(yǔ)向詞和短語(yǔ)狀語(yǔ)的轉(zhuǎn)化和復(fù)雜狀語(yǔ)的排列等問(wèn)題是學(xué)生學(xué)習(xí)和使用漢語(yǔ)狀語(yǔ)的主要偏誤和難點(diǎn)。
[Abstract]:On the basis of previous studies, this paper makes a comprehensive and systematic description of Chinese and Arabic adverbials and their related contents, including the definition of adverbials in Chinese and Arabic, the semantic relationship between adverbial and central language, the structural signs of adverbials, special adverbials in Chinese and the order of many adverbials in Chinese. On the basis of comparison, it is possible to predict errors in the process of learning Chinese by Arabic speaking Chinese learners.
By contrasting the two languages, it is found that there are five major differences in their adverbial constituents.
First, the concept of adverbials in Chinese mainly focuses on the semantic relation between adverbial and predicate central language, and the definition of adverbials in Arabic is mainly determined by the semantic relations between adverbials and subject, predicate and object three.
Second, Chinese adverbial is a adverbial of preposition and Arabic adverbial is postadverbial adverbial.
Third, Chinese can be used as adverbial unit with two types of words and phrases, while Arabic can also be used as adverbial except for words and phrases.
Fourth, the use of the structural sign of Chinese adverbials "ground" is more complex, usable, unusable, and sometimes necessary. The structural relationship of Arabic is more clear, and the structural signs must be used generally.
Fifth, there are some special adverbial forms in Chinese, which do not exist in Arabic or have no corresponding forms.
From the above comparison, we predict that the errors that Arabic speaking students may encounter in learning Chinese are as follows:
First, adverbial and central language are reversed, especially when adverbial is more complex.
Second, the Arabic language requires very strict structural relations, attaches importance to the use of structural signs, and the adverbial symbols must be used; the use of the sign of Chinese adverbials is complex, which leads to the misuse of "ground" by the Chinese learners.
Third, because Arabic sentences can also serve as adverbial modifier, this leads students to turn Arabic sentence adverbial into Chinese or phrasal adverbial.
Fourth, Arabic speaking students have difficulties in learning special adverbial forms in Chinese.
Fifth, Arabic students tend to translate adverbials into the subject or object attributive in the adverbial translation, resulting in the absence of adverbials or the proper translation of Arabic adverbials into Chinese subject or adverbial attributive.
On the basis of this, we design the test questionnaire, highlight the test focus, organize the test and verify the result of the test. On the basis of the test results, we conclude that the relationship between the adverbial and the central language, the adverbial symbol "ground", the transformation of adverbials and Adverbials and the arrangement of complex adverbials are the students' learning and using Chinese. The main errors and difficulties of adverbials.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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本文編號(hào)：2004882