本文選題：西班牙語學生 + 漢語語序��； 參考：《湖南師范大學》2014年碩士論文

【摘要】：在對西班牙語為母語的學生的漢語教學過程中,我們發(fā)現(xiàn)西語學生在學習漢語時常常出現(xiàn)語序偏誤問題。本文在結合語料庫及西語學生試卷的基礎上,運用了中介語和偏誤分析的理論方法,對西語學生在漢語習得過程中出現(xiàn)的語序偏誤進行分析研究,進而提出相應的解決對策,希望能對西語學生的漢語學習有所幫助。全文共分為四章： 第一章是緒論。簡要地敘述了本文選題研究的目的、背景和意義,通過國內外學者對西語學生漢語語序習得研究的概述,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。 第二章是西班牙語學生漢語學習中的主要語序偏誤現(xiàn)象分析。首先介紹了漢西兩語簡單語序的特點,讓讀者能夠對兩種語言的不同有個大概的印象。此后再通過分析西語學生偏誤例句,歸納出四大偏誤類型,依次為：主謂語序偏誤、定語語序偏誤、狀語語序偏誤及補語語序偏誤。 第三章是西班牙語學生漢語學習中的語序偏誤成因分析。首先簡略地陳述了漢語和西班牙語的異同,接著從語際負遷移、語內遷移、學習者學習策略以及學習環(huán)境幾個方面論述了西語學生漢語語序習得偏誤產(chǎn)生的原因。 第四章是教學對策。針對西語學生在學習中出現(xiàn)的漢語語序,從學習者、教學者、針對性教學、學習環(huán)境四個方面提出了解決巴西學生語序習得偏誤的對策。 由于漢語和西班牙語在語言的跨度較大,在語序的表達上有許多的不同之處,所以在教學過程中加強漢西兩種語言的對比非常必要。本文分析語序偏誤產(chǎn)生的原因,預測學生在學習漢語語序過程中會遇到的問題和困難,并找到相應的教學對策,從根源上幫助他們克服母語的干擾,而達到減少學生在漢語運用中出現(xiàn)的語序偏誤的目的。
[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.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195.3

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本文編號：2068834