【摘要】：定語是一種語言中重要的句子成分,不同的語言定語的位置、定語的標(biāo)記均有其特點。漢語結(jié)構(gòu)助詞“的”因其使用情況復(fù)雜、出現(xiàn)頻率高,使得漢語結(jié)構(gòu)助詞“的”成為第二語言學(xué)習(xí)者不可避免的一個重點和難點問題。根據(jù)所收集的文獻資料來看,目前還沒有對維吾爾族學(xué)生在調(diào)查和搜集大量結(jié)構(gòu)助詞“的”的語料基礎(chǔ)上所作的專項研究。本文在大量的語料基礎(chǔ)上通過對維族學(xué)生習(xí)得漢語結(jié)構(gòu)助詞“的”的特點分析,希望能夠?qū)W(xué)生習(xí)得結(jié)構(gòu)助詞“的”的教學(xué)和教材編寫有一定的幫助。 通過數(shù)據(jù)統(tǒng)計分析及偏誤原因分析我們得到以下結(jié)論： 1.本文統(tǒng)計了十類不同定語類型的定中結(jié)構(gòu),從自然偏誤語料和調(diào)查問卷的分析結(jié)果都可以看出形容詞作定語時的偏誤率都比較高,對維族學(xué)生來說形容詞作定語時的助詞“的”的習(xí)得是一個難點。而主謂短語和介詞短語作定語時的偏誤率都比較低,說明這兩種定語類型對維族學(xué)生來說相對容易。 2.MHK三級水平的維族學(xué)生在習(xí)得結(jié)構(gòu)助詞“的”時還存在著較多偏誤。其中,形容詞作定語、動詞及動詞短語作定語、名詞短語作定語、數(shù)量詞及數(shù)量詞作定語、數(shù)量短語作定語時時的偏誤率較高,都超過20%。 3.MHK四級水平的維族學(xué)生結(jié)構(gòu)助詞“的”的習(xí)得情況整體較好,只有名詞短語作定語和形容詞作定語時偏誤率超過20%。但是MHK四級水平的學(xué)生在名詞短語作定語和名詞作定語時的偏誤率都比三級水平的學(xué)生高,這個特殊現(xiàn)象很大一部分是由于漢語水平較高的學(xué)生受目的語規(guī)則泛化的影響大造成的。 4.維族學(xué)生習(xí)得結(jié)構(gòu)助詞“的”時受母語負遷移的影響比較明顯,尤其是在名詞及名詞短語作定語、代詞作定語、形容詞及形容詞短語作定語、數(shù)量詞及數(shù)量短語作定語時。而對維語中沒有直接對應(yīng)的兩種定中結(jié)構(gòu)——介詞短語作定語和主謂短語作定語時的定中結(jié)構(gòu),卻習(xí)得較好。 5.維族學(xué)生受母語屬格[-niη]的影響,生造出“主語+的+謂語結(jié)構(gòu)”的偏誤類型。 6.由于受母語的影響,維族學(xué)生在習(xí)得漢語“NP+的+VP”結(jié)構(gòu)偏誤率較低,此時助詞“的”相當(dāng)于維語中表示語法關(guān)系的屬格[-niη]。 7.若想改變維族學(xué)生在習(xí)得漢語結(jié)構(gòu)助詞“的”時產(chǎn)生的偏誤和現(xiàn)狀,本文提出應(yīng)在教材編寫和教學(xué)過程中加強針對性。
[Abstract]:Attributive is an important sentence component in a language. Different linguistic attributive positions and attributive markers have their own characteristics. Because of the complexity and high frequency of the use of Chinese structural auxiliary words, the "Chinese structural auxiliary words" has become an inevitable and difficult issue for second language learners. According to the literature collected, there is no special research on Uighur students on the basis of investigating and collecting a large number of structural auxiliary words. On the basis of a large number of corpus, this paper analyzes the characteristics of Uyghur students' acquisition of structural auxiliary words in Chinese, and hopes to be helpful to the teaching and textbook compilation of students' acquisition of structural auxiliary words. Through statistical analysis of data and analysis of the causes of errors, we get the following conclusions: 1. This paper makes statistics on the centralization structure of ten different attributive types. From the analysis of natural biased corpus and questionnaire, we can see that the error rate of adjectives is relatively high when they are used as attributive. For Uyghur students, the acquisition of auxiliary words when adjectives are attributive is a difficult point. The error rate of subject-predicate phrase and prepositional phrase is relatively low, which indicates that the two attributive types are relatively easy for Uighur students. There are still many errors in the acquisition of structural auxiliary words by Uighur students at the level of 2.MHK. Among them, adjective as attribute, verb and verb phrase as attribute, noun phrase as attribute, quantifier and quantity word as attribute, quantitative phrase as attribute, error rate is higher than 20%. The acquisition of structural auxiliary words by Uighur students at level 4 of 3.MHK is generally better, with only noun phrases as attributive and adjectives as attributive with an error rate of more than 20%. However, students at level 4 of MHK have higher error rates when using noun phrases as attributive and noun as attributive than students at level 3, but students at level 4 have higher error rates when using noun phrases as attributive and noun as attributive. A large part of this special phenomenon is due to the high level of Chinese students affected by the generalization of the target language rules. 4. The influence of negative transfer of mother tongue on the acquisition of structural auxiliary words "by Uyghur students is more obvious, especially when noun and noun phrases are attributive, pronouns are attributive, adjectives and adjective phrases are attributive, quantifiers and quantitative phrases are attributive." However, two kinds of centralizing structures which have no direct correspondence in Uighur language-prepositional phrases as attributive and subject-predicate phrases as attributive structures have been acquired better. 5. Under the influence of native ni 畏, Uyghur students have created the error type of "predicate structure of subject". 6. Due to the influence of mother tongue, Uighur students have a low error rate in the structure of "VP of NP". At this time, the auxiliary word "is equivalent to the attributive case of grammatical relationship in Uygur language [- ni 畏]. 7. In order to change the errors and present situation of Uighur students in acquiring the Chinese structural auxiliary word "," this paper puts forward that we should strengthen the pertinence in the course of compiling and teaching the teaching materials.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H193

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