【摘要】：現(xiàn)代漢語中，語序是重要的語法手段之一。也是對(duì)外漢語教學(xué)的難點(diǎn)。日本留學(xué)生在漢語語序方面出現(xiàn)的偏誤較多，本文以北京語言大學(xué)“HSK”動(dòng)態(tài)作文語料庫為語料來源，運(yùn)用中介語、結(jié)構(gòu)主義語言學(xué)等理論，并與偏誤分析法、對(duì)比分析法結(jié)合，分析日本留學(xué)生在漢語語序習(xí)得過程中出現(xiàn)的偏誤，，探究導(dǎo)致偏誤的原因，并提出相應(yīng)的策略。 本文主要把漢語與日本語的狀語、定語等語序進(jìn)行對(duì)比，分析了日本留學(xué)生在狀語、定語、補(bǔ)語、賓語等語序上的偏誤類型。日本學(xué)生在狀語語序上常見的偏誤有：?jiǎn)雾?xiàng)狀語前移的偏誤、單項(xiàng)狀語后移的偏誤以及多項(xiàng)狀語語序的偏誤。定語語序的偏誤主要有定語與中心語的偏誤及多項(xiàng)定語語序偏誤，補(bǔ)語語序偏誤有:結(jié)果補(bǔ)語、趨向補(bǔ)語、數(shù)量補(bǔ)語的語序偏誤以及述語與補(bǔ)語的語序偏誤。賓語語序偏誤上主要有述賓結(jié)構(gòu)、介賓結(jié)構(gòu)的偏誤以及將主語與賓語混淆的偏誤。 文章對(duì)日本留學(xué)生漢語語序偏誤情況進(jìn)行了分析，總結(jié)出偏誤產(chǎn)生的原因主要有：母語和目的語的負(fù)遷移的影響；學(xué)習(xí)者學(xué)習(xí)動(dòng)機(jī)與策略的影響；對(duì)外漢語教師的業(yè)務(wù)素質(zhì)良莠不齊，針對(duì)日本留學(xué)生的專門教學(xué)經(jīng)驗(yàn)比較欠缺。并提出了相應(yīng)的教學(xué)策略：注重對(duì)照比較；增強(qiáng)教學(xué)針對(duì)性；注重教學(xué)方法性；注重因材施教。
[Abstract]:Word order is one of the important grammatical means in modern Chinese. It is also a difficult point in teaching Chinese as a foreign language. There are many errors in the Chinese word order of Japanese students. This paper uses the dynamic composition corpus of Beijing language and language University "HSK" as the data source, using the theories of interlanguage, structuralist linguistics, and error analysis. Combined with comparative analysis, this paper analyzes the errors in the process of Chinese word order acquisition by Japanese students, probes into the causes of errors, and puts forward the corresponding strategies. This paper compares the adverbial and attributive word order between Chinese and Japanese, and analyzes the error types of adverbial, attributive, complement, object and so on. The common errors in adverbial word order of Japanese students are: forward error of single adverbial, error of backward shift of single adverbial and error of word order of multiple adverbial. The errors of attributive word order mainly include attributive and central errors and many attributive word order errors, and complement word order errors include: resultant complement, directional complement, word order error of quantitative complement and word order error of predicate and complement. The errors in the word order of object mainly include the structure of object, the error of object structure and the mistake of confusing subject with object. This paper analyzes the Chinese word order bias of Japanese students and concludes that the main reasons are: the influence of negative transfer of mother tongue and target language, the influence of learners' learning motivation and strategies; The professional quality of TCFL teachers is mixed, and the special teaching experience for Japanese students is relatively lacking. It also puts forward the corresponding teaching strategies: pay attention to comparison, strengthen the pertinence of teaching, pay attention to teaching method, pay attention to teaching according to students' aptitude.
【學(xué)位授予單位】：湖南大學(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)：2193378