【摘要】：定中結(jié)構(gòu)是漢語和俄語都具有的一種語法成分。漢語屬于漢藏語系的漢語語族，它是一門分析性語言，它本身有什么形態(tài)變化，在表示語法關(guān)系上，漢語借助的是語序的調(diào)整和虛詞。因此不管是簡單定語，還是多項(xiàng)定語，都統(tǒng)統(tǒng)放在中心語之前；俄語屬于印歐語系的斯拉夫語族，它是一門綜合性語言，有豐富的形態(tài)變化，量詞、修飾詞等都需要與中心語保持性、數(shù)、格的一致，在表示語法關(guān)系上，俄語憑借的是本身豐富的形態(tài)變化。因此俄語詞序比較靈活，句子中詞序排列帶強(qiáng)制性的情況很少，在表示定語和中心語的語義關(guān)系時(shí)，定語既可以在中心語之前，又可以在中心語之后。漢俄定中結(jié)構(gòu)最大的差異也就在于詞序上：包括單項(xiàng)定語時(shí)定語和中心語的詞序，多項(xiàng)定語時(shí)定語之間的詞序，俄羅斯學(xué)生在定中結(jié)構(gòu)的詞序?qū)W習(xí)上很容易出現(xiàn)偏誤。漢語定語標(biāo)志“的”的使用也是俄羅斯學(xué)生習(xí)得過程中的一個(gè)難點(diǎn)。漢語“的”字本身有多重身份：語氣詞“的”、“的”字結(jié)構(gòu)、定語標(biāo)志“的”。俄羅斯學(xué)生對(duì)同義詞代表不同語法意義的現(xiàn)象是持排斥和畏懼心理的，俄語詞匯語法意義的改變體現(xiàn)在詞形上，詞形變化的豐富性體現(xiàn)在詞尾上，詞尾變化與不變化是很明顯的。所以俄羅斯學(xué)生對(duì)“的”字隱現(xiàn)的把握也存在問題。本文從以下幾個(gè)方面對(duì)俄羅斯學(xué)生漢語定中結(jié)構(gòu)習(xí)得的情況進(jìn)行探討。 第一章是序言部分，介紹了本文的研究對(duì)象，從本體和對(duì)外漢語角度概況了論文相關(guān)課題的學(xué)術(shù)成果，然后闡述了論文所借鑒的語言習(xí)得、對(duì)比、偏誤分析和中介語方面的理論。 第二章側(cè)重于對(duì)比分析，從構(gòu)成漢俄定語、中心語的語法成分進(jìn)行比較；然后比較漢俄定中結(jié)構(gòu)的詞序；還講解了如何正確使用漢語定中結(jié)構(gòu)標(biāo)志“的”以及定語中心語之間具備哪些意義關(guān)系。 第三章是對(duì)俄羅斯學(xué)生定中結(jié)構(gòu)習(xí)得偏誤進(jìn)行分析，偏誤主要有兩個(gè)來源，第一是通過課堂回答和書面作業(yè)獲得的，第二類是通過個(gè)案跟蹤和問卷調(diào)查。通過對(duì)偏誤分析發(fā)現(xiàn)，出現(xiàn)偏誤的原因不是單一的，其中既有來自母語俄語的負(fù)遷移，還有對(duì)漢語定中結(jié)構(gòu)認(rèn)識(shí)不足等其它原因。在最后，針對(duì)俄羅斯學(xué)生定中結(jié)構(gòu)習(xí)得所出現(xiàn)的問題，，筆者從教學(xué)、教師、課程設(shè)置角度提出了自己的建議。
[Abstract]:Central structure is a grammatical component in both Chinese and Russian. Chinese belongs to the Chinese language family of Chinese and Tibetan languages, it is an analytical language, what form changes it has, in terms of expressing grammatical relations, the Chinese language is aided by the adjustment of word order and function words. Therefore, both simple attributives and multiple attributives are placed before the central language; Russian belongs to the Slavic family of Indo-European languages, which is a comprehensive language with rich morphological changes and quantifiers. Modifiers and so on need to be consistent with the maintainability, number, and case of the central word. In the expression of grammatical relations, Russian depends on its own rich morphological changes. Therefore, the Russian word order is more flexible, and there are few cases in which the word order is mandatory in the sentence. When expressing the semantic relationship between the attribute and the central word, the attribute can be either before or after the central word. The biggest difference in structure in Chinese and Russian is the word order, which includes the word order between the attributive and the central word, the word order between the attributive and the attributive, and the error in the word order of Russian students. The use of Chinese attributive markers is also a difficult point in the process of Russian students' acquisition. What is the identity of the Chinese word? the structure of the modal word and the attributive sign of the modal word? "? Russian students are repellent and afraid of the phenomenon that synonyms represent different grammatical meanings. The changes in the grammatical meanings of Russian vocabulary are reflected in the lexical forms, and the richness of the changes in the lexical forms is reflected in the end of the words. The change at the end of the word and the change at the end of the word are obvious. Therefore, the Russian students on the "of" the word insidious grasp also exist problems. This paper probes into the acquisition of Chinese fixed structure by Russian students from the following aspects. The first chapter is the preface, which introduces the research object of this paper, summarizes the academic achievements of the related topics from the perspective of ontology and Chinese as a foreign language, and then expounds the language acquisition and comparison that the thesis uses for reference. Error analysis and interlanguage theory. The second chapter focuses on the comparative analysis, compares the grammatical elements of the Chinese and Russian attributives, and then compares the word order of the Chinese and Russian fixed structures. It also explains how to correctly use the Chinese central structural marker "and the meaning relationship between the attributive head. The third chapter analyzes the errors of Russian students' middle structure acquisition. The errors mainly come from two sources: the first is obtained through classroom answers and written assignments, and the second is through case tracking and questionnaire surveys. Through the analysis of errors, it is found that the causes of errors are not single, including negative transfer from native Russian, and lack of understanding of Chinese centering structure and other reasons. Finally, the author puts forward some suggestions from the angle of teaching, teachers and curriculum.
【學(xué)位授予單位】：新疆大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 時(shí)云哲;俄為母的漢學(xué)習(xí)者序偏分析[D];河北大學(xué);2013年

本文編號(hào)：2179504