發(fā)布時(shí)間：2018-06-26 03:18

  本文選題：西班牙語(yǔ)學(xué)生 + 漢語(yǔ)語(yǔ)序�。� 參考：《湖南師范大學(xué)》2014年碩士論文

【摘要】：在對(duì)西班牙語(yǔ)為母語(yǔ)的學(xué)生的漢語(yǔ)教學(xué)過(guò)程中,我們發(fā)現(xiàn)西語(yǔ)學(xué)生在學(xué)習(xí)漢語(yǔ)時(shí)常常出現(xiàn)語(yǔ)序偏誤問(wèn)題。本文在結(jié)合語(yǔ)料庫(kù)及西語(yǔ)學(xué)生試卷的基礎(chǔ)上,運(yùn)用了中介語(yǔ)和偏誤分析的理論方法,對(duì)西語(yǔ)學(xué)生在漢語(yǔ)習(xí)得過(guò)程中出現(xiàn)的語(yǔ)序偏誤進(jìn)行分析研究,進(jìn)而提出相應(yīng)的解決對(duì)策,希望能對(duì)西語(yǔ)學(xué)生的漢語(yǔ)學(xué)習(xí)有所幫助。全文共分為四章： 第一章是緒論。簡(jiǎn)要地?cái)⑹隽吮疚倪x題研究的目的、背景和意義,通過(guò)國(guó)內(nèi)外學(xué)者對(duì)西語(yǔ)學(xué)生漢語(yǔ)語(yǔ)序習(xí)得研究的概述,闡述了本論題研究的現(xiàn)狀及不足。此外還介紹了本文的研究理論,為之后的正文部分提供理論指導(dǎo)。 第二章是西班牙語(yǔ)學(xué)生漢語(yǔ)學(xué)習(xí)中的主要語(yǔ)序偏誤現(xiàn)象分析。首先介紹了漢西兩語(yǔ)簡(jiǎn)單語(yǔ)序的特點(diǎn),讓讀者能夠?qū)煞N語(yǔ)言的不同有個(gè)大概的印象。此后再通過(guò)分析西語(yǔ)學(xué)生偏誤例句,歸納出四大偏誤類型,依次為：主謂語(yǔ)序偏誤、定語(yǔ)語(yǔ)序偏誤、狀語(yǔ)語(yǔ)序偏誤及補(bǔ)語(yǔ)語(yǔ)序偏誤。 第三章是西班牙語(yǔ)學(xué)生漢語(yǔ)學(xué)習(xí)中的語(yǔ)序偏誤成因分析。首先簡(jiǎn)略地陳述了漢語(yǔ)和西班牙語(yǔ)的異同,接著從語(yǔ)際負(fù)遷移、語(yǔ)內(nèi)遷移、學(xué)習(xí)者學(xué)習(xí)策略以及學(xué)習(xí)環(huán)境幾個(gè)方面論述了西語(yǔ)學(xué)生漢語(yǔ)語(yǔ)序習(xí)得偏誤產(chǎn)生的原因。 第四章是教學(xué)對(duì)策。針對(duì)西語(yǔ)學(xué)生在學(xué)習(xí)中出現(xiàn)的漢語(yǔ)語(yǔ)序,從學(xué)習(xí)者、教學(xué)者、針對(duì)性教學(xué)、學(xué)習(xí)環(huán)境四個(gè)方面提出了解決巴西學(xué)生語(yǔ)序習(xí)得偏誤的對(duì)策。 由于漢語(yǔ)和西班牙語(yǔ)在語(yǔ)言的跨度較大,在語(yǔ)序的表達(dá)上有許多的不同之處,所以在教學(xué)過(guò)程中加強(qiáng)漢西兩種語(yǔ)言的對(duì)比非常必要。本文分析語(yǔ)序偏誤產(chǎn)生的原因,預(yù)測(cè)學(xué)生在學(xué)習(xí)漢語(yǔ)語(yǔ)序過(guò)程中會(huì)遇到的問(wèn)題和困難,并找到相應(yīng)的教學(xué)對(duì)策,從根源上幫助他們克服母語(yǔ)的干擾,而達(dá)到減少學(xué)生在漢語(yǔ)運(yùn)用中出現(xiàn)的語(yǔ)序偏誤的目的。
[Abstract]:In the process of Chinese teaching for Spanish-speaking students, we find that Spanish students often have word order errors in learning Chinese. On the basis of the corpus and the test paper of the Spanish students, this paper uses the interlanguage and error analysis methods to analyze and study the word order errors that occur in the process of Chinese acquisition by the Spanish language students, and then puts forward the corresponding solutions. It is hoped that it will be helpful to Spanish students in learning Chinese. The full text is divided into four chapters: the first chapter is an introduction. This paper briefly describes the purpose, background and significance of the research on this topic, and expounds the present situation and shortcomings of the research on the Chinese word order acquisition of western language students through the summary of scholars at home and abroad. In addition, this paper also introduces the research theory, which provides theoretical guidance for the later part of the text. The second chapter analyzes the main word order errors in Spanish-speaking students' Chinese learning. This paper first introduces the features of simple word order in Chinese and Western languages, which enables readers to have a general impression on the differences between the two languages. After that, by analyzing the example sentences of Spanish students, four types of errors are concluded: subject-predicate word order errors, attributive word order errors, adverbial word order errors and complement word order errors. The third chapter analyzes the causes of word order errors in Spanish-speaking students' Chinese learning. First, the similarities and differences between Chinese and Spanish are briefly described, and then the causes of errors in Chinese word order acquisition of Spanish language students are discussed from the aspects of negative transfer, intra-lingual transfer, learner learning strategies and learning environment. The fourth chapter is the teaching countermeasure. Aiming at the Chinese word order which appears in the study of Spanish students, this paper puts forward some countermeasures to solve the errors in word order acquisition of Brazilian students from four aspects: learner, teacher, targeted teaching and learning environment. Since Chinese and Spanish have a wide range of languages and there are many differences in the expression of word order, it is necessary to strengthen the contrast between Chinese and Spanish in the process of teaching. This paper analyzes the causes of word order errors, predicts the problems and difficulties that students will encounter in the process of learning Chinese word order, and finds corresponding teaching countermeasures to help them overcome the interference of their mother tongue. And to reduce the students in the use of Chinese word order errors.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195.3

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