發(fā)布時(shí)間：2018-12-11 16:01

【摘要】：近年來(lái)，全球掀起了一股“漢語(yǔ)熱”，越來(lái)越多的國(guó)家開(kāi)始關(guān)注漢語(yǔ)的教學(xué)和學(xué)習(xí)。中歐貿(mào)易合作不斷深入，中國(guó)已經(jīng)成為德語(yǔ)國(guó)家的最大經(jīng)貿(mào)甚至文化交流方面的合作伙伴之一。作為促進(jìn)交流的工具和文化的載體，如今在很多德語(yǔ)國(guó)家的中小學(xué)和高等院校中，漢語(yǔ)為越來(lái)越多的師生所歡迎。不僅德國(guó)的大中小學(xué)開(kāi)設(shè)了漢語(yǔ)課程，其他德語(yǔ)國(guó)家如奧地利、瑞士等也將漢語(yǔ)學(xué)習(xí)列入他們的教學(xué)大綱之中。而德語(yǔ)區(qū)學(xué)生習(xí)得漢語(yǔ)存在諸多難點(diǎn)，其中漢語(yǔ)狀語(yǔ)語(yǔ)序習(xí)得方面偏誤較多，所以研究相關(guān)偏誤類型，并提出針對(duì)性的教學(xué)建議，具有非常重要的意義。 首先，通過(guò)閱讀和研究大量漢語(yǔ)和德語(yǔ)的語(yǔ)法書(shū)籍，闡述了漢語(yǔ)、德語(yǔ)狀語(yǔ)的定義和分類，總結(jié)描述漢德?tīng)钫Z(yǔ)的句法特征，，并對(duì)比分析出兩種狀語(yǔ)語(yǔ)序的區(qū)別。漢、德兩種語(yǔ)言的狀語(yǔ)，在語(yǔ)序問(wèn)題上，有不同的特點(diǎn)，這也是造成德語(yǔ)區(qū)學(xué)生漢語(yǔ)狀語(yǔ)習(xí)得偏誤的一大因素。 其次，本文從多渠道獲取了學(xué)生習(xí)得偏誤的語(yǔ)料，包括對(duì)在德學(xué)生以及在中國(guó)的德語(yǔ)區(qū)學(xué)生進(jìn)行的問(wèn)卷測(cè)試，筆者教學(xué)收集的相關(guān)案例，此外還有北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)語(yǔ)料庫(kù)以及相關(guān)論著中的偏誤語(yǔ)料�；谶@些偏誤語(yǔ)料，本文歸納了德語(yǔ)區(qū)學(xué)生習(xí)得漢語(yǔ)狀語(yǔ)時(shí)易產(chǎn)生的語(yǔ)序偏誤類型：?jiǎn)雾?xiàng)狀語(yǔ)語(yǔ)序偏誤和多項(xiàng)狀語(yǔ)語(yǔ)序偏誤，并具體分析了內(nèi)部的偏誤小類，探究產(chǎn)生這些問(wèn)題的語(yǔ)言內(nèi)部和外部因素。 然后從教師教學(xué)、學(xué)生學(xué)習(xí)、教材編寫(xiě)等方面，針對(duì)漢語(yǔ)狀語(yǔ)語(yǔ)序提出了一些教學(xué)建議和策略。比如在編寫(xiě)教材的課后習(xí)題時(shí)，可以針對(duì)不同水平的學(xué)生設(shè)計(jì)難度不一的連詞成句、看圖說(shuō)話題等；對(duì)德語(yǔ)區(qū)學(xué)生的狀語(yǔ)語(yǔ)序訓(xùn)練，應(yīng)該側(cè)重否定狀語(yǔ)、對(duì)象狀語(yǔ)、方式狀語(yǔ)等方面的語(yǔ)序講解等。 本文的研究成果能幫助對(duì)外漢語(yǔ)教師了解德語(yǔ)區(qū)學(xué)生習(xí)得狀語(yǔ)時(shí)出現(xiàn)的偏誤類型及原因，并進(jìn)行有針對(duì)性的重點(diǎn)操練，從而減少德語(yǔ)區(qū)學(xué)生習(xí)得漢語(yǔ)狀語(yǔ)語(yǔ)序的障礙。同時(shí)也可以幫助德語(yǔ)區(qū)學(xué)生掌握漢語(yǔ)狀語(yǔ)的語(yǔ)序規(guī)律以及漢德?tīng)钫Z(yǔ)語(yǔ)序的差異，由此更有效地習(xí)得漢語(yǔ)狀語(yǔ)語(yǔ)序。
[Abstract]:In recent years, more and more countries begin to pay attention to the teaching and learning of Chinese. With the deepening of China-EU trade cooperation, China has become one of the largest economic, trade and cultural exchange partners of German-speaking countries. As a tool and a carrier of culture, Chinese is now popular with more and more teachers and students in schools and institutions of higher learning in many German-speaking countries. Not only do German universities and primary schools offer Chinese courses, but other German-speaking countries, such as Austria and Switzerland, also include Chinese learning in their syllabuses. However, there are many difficulties in the acquisition of Chinese by German language students, among which there are many errors in the acquisition of Chinese adverbial word order, so it is of great significance to study the types of related errors and put forward targeted teaching suggestions. First, by reading and studying a large number of grammar books in Chinese and German, this paper expounds the definition and classification of Chinese and German adverbials, summarizes and describes the syntactic characteristics of Hande adverbial, and compares the differences between the two adverbials. The adverbials in Chinese and German have different characteristics in word order, which is also a major factor of errors in the acquisition of adverbials in German language regions. Secondly, this paper obtains the data of students' acquisition errors from various channels, including the questionnaire test of students in Germany and German-speaking area students in China, and the relevant cases collected by the author in teaching. In addition, there are the HSK dynamic Corpus of Beijing language and language University and the errors in related works. Based on these errors, this paper summarizes the types of word order errors that occur in the acquisition of Chinese adverbials by German language students: monomial adverbial order errors and multi-adverbial word order errors, and analyzes the internal subcategories of errors. Explore the internal and external factors that cause these problems. Then it puts forward some teaching suggestions and strategies for Chinese adverbial word order from the aspects of teachers' teaching, students' learning and textbook compiling. For example, in the preparation of the textbooks after class exercises, can be aimed at different levels of students to design different levels of conjunctions into sentences, to see the topic of illustration and so on; The training of adverbial word order for German students should focus on negative adverbial, object adverbial, mode adverbial and so on. The research results of this paper can help TCFL teachers to understand the types and causes of errors in the acquisition of adverbials by Germanic students, and carry out focused exercises, thus reducing the obstacles to the acquisition of Chinese adverbial word order by Germanic language students. At the same time, it can help the students of German language to master the rules of Chinese adverbial word order and the difference of Chinese adverbial word order, so that they can acquire Chinese adverbial word order more effectively.
【學(xué)位授予單位】：上海外國(guó)語(yǔ)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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