發(fā)布時(shí)間：2018-08-04 10:06

【摘要】：本文以第二語言習(xí)得的遷移理論為指導(dǎo)，以黑龍江大學(xué)俄羅斯留學(xué)生群體為研究對象，借鑒前人研究成果，運(yùn)用語言對比分析法、問卷調(diào)查法、翻譯法、因素分析法和訪談法等方法，研究俄羅斯留學(xué)生漢語判斷句的學(xué)習(xí)現(xiàn)狀，及母語遷移對漢語判斷句學(xué)習(xí)的影響，指出對俄留學(xué)生漢語教學(xué)存在的問題，并提出針對性的建議。 本研究由六部分組成：緒論部分闡述選題背景及緣由、研究意義、研究方法、研究對象的選擇、調(diào)查工具和調(diào)查對象的基本情況。第一部分為研究綜述，包括第二語言習(xí)得的遷移理論、母語遷移的表現(xiàn)形式和漢語判斷句與俄語判斷句的表現(xiàn)形式等方面的研究。第二部分是俄羅斯留學(xué)生漢語判斷句和俄語判斷句的互譯分析，主要分析漢語判斷句中的三種句式：肯定句式、否定句式、疑問句式，以及性別因素在俄羅斯留學(xué)生學(xué)習(xí)漢語判句時(shí)表現(xiàn)出的差異。第三部分揭示影響俄羅斯留學(xué)生判斷句遷移的因素：語言因素和非語言因素。第四部分結(jié)合調(diào)查結(jié)果，提出對俄羅斯留學(xué)生漢語判斷句教學(xué)的三點(diǎn)建議。 研究結(jié)論：（1）在漢語判斷句肯定句式中，學(xué)習(xí)階段越高，俄羅斯留學(xué)生對判斷動(dòng)詞“是”有標(biāo)記性的語義義項(xiàng)與俄語判斷動(dòng)詞對應(yīng)的語義義項(xiàng)、語法義項(xiàng)掌握得越好。（2）在漢語判斷句否定句式中，因?yàn)閮煞N語言具有相似性，所以對俄羅斯留學(xué)生產(chǎn)生了母語的正向遷移。（3）在漢語判斷句疑問句式中，不同疑問句式的錯(cuò)誤率呈現(xiàn)出差異性，造成這一情況的主要因素有俄羅斯留學(xué)生的學(xué)習(xí)階段、社會(huì)因素、語言意識(shí)、學(xué)習(xí)者個(gè)體因素等方面的差異，這些因素導(dǎo)致了母語對俄羅斯留學(xué)生學(xué)習(xí)漢語判斷句疑問句式的負(fù)向遷移。 針對俄羅斯留學(xué)生漢語判斷句學(xué)習(xí)的問題，，本研究提出以下建議：（1）采用標(biāo)記論作為教學(xué)思路。（2）采用對比分析法作為教學(xué)方法。（3）教師應(yīng)注意學(xué)習(xí)者的個(gè)體差異。
[Abstract]:Guided by the transfer theory of second language acquisition, this paper takes the group of Russian students in Heilongjiang University as the research object, draws on the previous research results, applies the language contrast analysis method, the questionnaire survey method, and the translation method. By means of factor analysis and interview, this paper studies the present situation of Russian students' learning of Chinese judgment sentences and the influence of native language transfer on the learning of Chinese judgment sentences, points out the problems existing in the teaching of Chinese judgment sentences for Russian students, and puts forward some pertinent suggestions. This research consists of six parts: the introduction part describes the background and reasons of the topic, research significance, research methods, the choice of research objects, investigation tools and the basic situation of the subjects. The first part is a review of the research, including the transfer theory of second language acquisition, the expression of mother tongue transfer and the expressions of Chinese judgment sentence and Russian judgment sentence. The second part is the translation analysis of Russian students' Chinese judgment sentence and Russian judgment sentence. It mainly analyzes three kinds of sentence patterns in Chinese judgment sentence: positive sentence, negative sentence, interrogative sentence. And gender factors in Russian students learning Chinese sentence differences. The third part reveals the factors that affect the transfer of judgment sentences of Russian students: linguistic factors and non-linguistic factors. The fourth part, combined with the investigation results, puts forward three suggestions on the teaching of Chinese judgment sentences for Russian students. The conclusions are as follows: (1) the higher the learning stage of the positive sentence in Chinese judgment sentence, the higher the semantic meaning of the "is" semantic meaning of the judgment verb and the semantic meaning corresponding to the Russian judgment verb; The better grasp of grammatical meaning. (2) in Chinese judgment sentence negative sentence, because of the similarity between the two languages, Russian students have a positive transfer of their mother tongue. (3) in Chinese judgment sentence interrogative sentence, The error rates of different interrogative sentence patterns are different. The main factors contributing to this situation are the differences in the learning stage, social factors, language awareness, individual factors of learners and so on. These factors lead to the negative transfer of the interrogative sentence patterns of Russian students learning Chinese judgment sentences. In view of the problem of learning Chinese judgment sentences for Russian students, the following suggestions are put forward: (1) Markedness Theory is adopted as the teaching thinking; (2) contrastive analysis is used as the teaching method; (3) teachers should pay attention to the individual differences of learners.
【學(xué)位授予單位】：新疆師范大學(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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