【摘要】：我們知道語言是人們的生活當(dāng)中一種最重要的交際工具,而在進(jìn)行交際時(shí),無論使用哪一種語言,特指問句都是交際中一個(gè)不可或缺的重要部分,漢語如此,印尼語也是如此。雖然漢語與印尼語的特指問句在概念上是基本一致的,但漢語跟印尼語畢竟屬于兩種不同的語言,必然會(huì)存在一定的差別。所以對于印尼學(xué)習(xí)者來說,理解漢語特指問句并不會(huì)很難,但是他們在使用的過程中往往會(huì)出現(xiàn)一些偏誤。因此,為了更好地探究印尼學(xué)習(xí)者習(xí)得漢語特指問句的情況,本文首先對漢語與印尼語特指問句進(jìn)行了比較分析,找出二者的不同。然后通過問卷收集印尼學(xué)生的特指問語料,對其進(jìn)行偏誤分析,得出印尼學(xué)生11個(gè)漢語疑問代詞(含不同句法位)的習(xí)得順序,并在此基礎(chǔ)上,根據(jù)偏誤類型與偏誤來源提出相關(guān)的教學(xué)建議。 本文共分為六個(gè)部分,緒論部分主要介紹目前現(xiàn)代漢語與印尼語語法學(xué)界在特指問研究方面取得的成果和存在的局限,并介紹本文研究目的、意義、方法和對象。第一章是對漢語與印尼語特指問句加以比較,以及預(yù)測一些會(huì)產(chǎn)生的偏誤。第二章是通過問卷分析來研究印尼學(xué)習(xí)者對漢語特指問句習(xí)得情況。第三章是對問卷調(diào)查中印尼學(xué)習(xí)者使用特指問句出現(xiàn)的一些偏誤進(jìn)行分類,同時(shí)根據(jù)偏誤的成因予以分析。第四章是從第二語言教學(xué)的角度出發(fā),進(jìn)一步提出了一些適當(dāng)?shù)慕虒W(xué)對策。第五章是針對全文的論述予以總結(jié)。
[Abstract]:We know that language is one of the most important communication tools in people's life. In communication, no matter which language we use, specific question is an indispensable part of communication, so is Chinese and Indonesian. Although the specific reference questions in Chinese and Indonesian are basically the same in concept, Chinese and Indonesian are two different languages after all, and there must be some differences between Chinese and Indonesian. Therefore, it is not very difficult for Indonesian learners to understand Chinese specific questions, but they tend to have some errors in their use. Therefore, in order to better explore the situation of Indonesian learners' acquisition of Chinese specific reference questions, this paper first makes a comparative analysis of Chinese and Indonesian specific reference questions, and finds out the differences between them. Then through the questionnaire collection of Indonesian students' specific interrogative language data and bias analysis, the acquisition order of 11 Chinese interrogative pronouns (including different syntax positions) of Indonesian students is obtained, and on the basis of the above analysis, we can find out the acquisition order of Indonesian students'11 Chinese interrogative pronouns (including different syntax positions). According to the type of bias and the source of bias, some teaching suggestions are put forward. This paper is divided into six parts. The introduction part mainly introduces the achievements and limitations in the research of special reference in modern Chinese and Indonesian grammaticalics, and introduces the purpose, significance, methods and objects of this study. The first chapter compares Chinese and Indonesian specific questions and predicts some errors. The second chapter is to study Indonesian learners' acquisition of Chinese specific questions through questionnaire analysis. In the third chapter, the author classifies some errors in the use of specific questions by Indonesian learners in the questionnaire survey, and analyzes the causes of errors. The fourth chapter, from the perspective of second language teaching, further puts forward some appropriate teaching countermeasures. The fifth chapter is to sum up the full text of the discussion.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：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)：2433979