本文選題：動(dòng)賓關(guān)系 + 語序��； 參考：《湖南師范大學(xué)》2013年碩士論文

【摘要】：語法教學(xué)在對(duì)外漢語教學(xué)中占有重要的地位,漢語自身的特殊性決定了不同語言類型的漢語學(xué)習(xí)者學(xué)習(xí)語序的困難,尤其是對(duì)于以日浯這種SOV型語言為母語的日本留學(xué)生,語序問題成為他們犯錯(cuò)的“重災(zāi)區(qū)”。鑒于以往的語序研究一直集中在定語、狀語、補(bǔ)語上本文試著從動(dòng)賓關(guān)系入手,揭示漢語的動(dòng)賓語序特點(diǎn)及其在語法中的重要地位。 本文首先討論了選題依據(jù)及選題的意義、研究現(xiàn)狀、研究的內(nèi)容與思路,其次在前人研究的基礎(chǔ)上給本文的研究對(duì)象動(dòng)賓語序做出定義解釋,理清它與相關(guān)概念間的聯(lián)系與區(qū)別：動(dòng)賓語序研究的是詞序還是語序?漢語中存在的一些SOV排列又怎么解釋?然后采用對(duì)比分析法,對(duì)漢語與日語的動(dòng)賓語序的特點(diǎn)進(jìn)行了歸納。在此基礎(chǔ)上,本文充分利用了北京語言大學(xué)的“HSK動(dòng)態(tài)作文語料庫”,對(duì)其中日本留學(xué)生的書面語語序錯(cuò)誤窮盡檢索,通過仔細(xì)觀察分析,抽取其中具有代表性的動(dòng)賓語序錯(cuò)誤語料,共計(jì)140例。根據(jù)這些偏誤語料,從語法、語義、語用三個(gè)角度來剖析偏誤例句,繼而歸納分類,確立了日本留學(xué)生的動(dòng)賓語序偏誤主要類型有：簡單的動(dòng)賓結(jié)構(gòu)倒置,動(dòng)賓關(guān)系誤用為主謂關(guān)系,與表對(duì)象的介詞構(gòu)建有誤,復(fù)雜的賓語成分構(gòu)成干擾。 在考察上述各類偏誤的成因時(shí),筆者發(fā)現(xiàn)其中除了母語負(fù)遷移外,對(duì)漢語語法中的動(dòng)賓語序掌握不足也是重要的原因,同時(shí)還有文化語用上的差異,對(duì)外漢語教學(xué)中的教材編寫、教師教學(xué)、學(xué)生的學(xué)習(xí)策略等對(duì)偏誤的形成也都有一定的影響。對(duì)此,筆者根據(jù)日本留學(xué)生的偏誤,結(jié)合本體研究和偏誤原因,對(duì)教材編寫、教師教學(xué)手法和學(xué)生學(xué)習(xí)策略等方面提出了一些建議,希望能為對(duì)外漢語教學(xué)提供參考。
[Abstract]:Grammar teaching occupies an important position in the teaching of Chinese as a foreign language. The particularity of the Chinese language determines the difficulty of learning the word order of the Chinese learners of different language types, especially for Japanese students who are native to the Japanese language SOV language. The word order has become a "disaster area" for them to make mistakes. Focusing on attributive, adverbial and complement, this paper tries to start from the verb object relationship, revealing the characteristics of Chinese verb object sequence and its important position in grammar.
This paper first discusses the basis of the topic and the meaning of the topic, the present situation, the content and the thought of the research. Secondly, on the basis of the previous research, we give a definition and explanation to the object word order of the object of this study, and clarify the relation and difference between it and the related concepts: the word order or the word order of the verb object word order? Some SOV rows in Chinese. On the basis of this, this paper makes full use of the "HSK dynamic composition corpus" of the Beijing Language and Culture University, and searches for the errors of the written language order of the Japanese students, and extracts them by careful observation and analysis. There are 140 cases of the representative verb object word order. According to these errors, the error examples are analyzed from three aspects of grammar, semantics and pragmatics. Then, the main types of the Japanese students' verb object preface errors are as follows: the simple verb object structure inversion, the misuse of the verb object relationship as the subject predicate relation, and the preposition of the table object. Construction is mistaken, and complex object components constitute interference.
In the investigation of the causes of these errors, the author finds that in addition to the negative transfer of the mother tongue, the lack of the verb object in Chinese grammar is also an important reason. At the same time, there are differences in culture and pragmatics, the writing of teaching materials in the teaching of Chinese as a foreign language, the teaching of teachers, the learning strategies of the students and so on. In this regard, the author puts forward some suggestions on the compilation of teaching materials, teaching methods of teachers and students' learning strategies based on the errors of Japanese students, combining the study of ontology and the reasons for errors, hoping to provide reference for teaching Chinese as a foreign language.

【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】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：1894486