本文選題：哈族 + 漢語��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：本文從“主謂賓定狀補(bǔ)”六種句法成分和“把字句”“被動(dòng)句”“是字句”“有字句”“存現(xiàn)句” “連謂句”“兼語句”“重動(dòng)句” “雙賓語句” “比較句” “主謂謂語句”十一種典型句型句式入手,對(duì)哈薩克族人所說的的五個(gè)等級(jí)普通話進(jìn)行了一次全面系統(tǒng)的語法偏誤分析和等級(jí)特征的歸納概括,并提出了相應(yīng)的教學(xué)策略。一、句法成分的偏誤特征表現(xiàn)為:數(shù)量名結(jié)構(gòu)使用不當(dāng),特別是量詞的偏誤;詞語搭配不當(dāng),多是詞性、數(shù)量和概念不匹配;結(jié)構(gòu)助詞“的”“地”的偏誤;能愿動(dòng)詞和副詞的使用不當(dāng);“主謂賓定狀補(bǔ)”句法成分間的混淆,尤其是定語和狀語、補(bǔ)語和狀語的混用;介詞短語、方位短語和時(shí)間詞語做狀語時(shí)的混用;多層定語和多層狀語的順序問題,尤其是“游離式”重復(fù)偏誤。二、典型句型句式的偏誤特征表現(xiàn)為:表層句法形式使用不熟練;不清楚深層句法意義和表層句法形式間的關(guān)系;回避使用典型句型句式,常用一般動(dòng)詞謂語句進(jìn)行替換;相似句式間誤代。哈薩克人普通話偏誤總體上呈現(xiàn)出類型多而雜、綜合偏誤較多的特征。五個(gè)等級(jí)普通話偏誤難度與普通話等級(jí)序列一致,二甲二乙多復(fù)句形式,句法層次豐富,三甲三乙不入級(jí)多單句形式,其中不入級(jí)的半句和不成句現(xiàn)象較多。各個(gè)等級(jí)普通話的語法偏誤分布多呈現(xiàn)倒U型,二乙和三甲普通話表現(xiàn)出明顯的過渡特征,可能有下面幾方面的原因:中介語特性;樣本問題;口語語料的特殊性;高等級(jí)和低等級(jí)普通話話語量和語法難度的不均衡性;普通話水平測(cè)試標(biāo)準(zhǔn);偏誤分析的主觀性。在教學(xué)策略上,要堅(jiān)持句法、語義、語用三個(gè)平面的語法觀,要注意使用具體可感的教學(xué)手段,分解難點(diǎn),分步驟進(jìn)行,由易到難,循序漸進(jìn),在多種形式的操練中幫助學(xué)習(xí)者掌握知識(shí),提升學(xué)習(xí)策略。
[Abstract]:This paper compares the six syntactic elements of "subject and predicate" and "Ba", "passive sentence", "character sentence", "existential sentence", "continuous predicate sentence", "concurrent predicate sentence", "verb sentence" and "double object sentence" in comparison with "Ba sentence", "passive sentence", "character sentence", "existential sentence", "continuous predicate sentence", "concurrent sentence" and "double object sentence".There are eleven typical sentence patterns of "subject-predicate sentence".This paper makes a comprehensive and systematic analysis of grammatical errors and hierarchical features of the five levels of Putonghua spoken by Kazakh people and puts forward corresponding teaching strategies.First, the error characteristics of syntactic components are as follows: improper use of quantitative noun structure, especially the error of quantifier, improper collocation of words, mismatch of parts of speech, quantity and concept, error of "place" of structural auxiliary word;Improper use of verbs and adverbs; confusion between the syntactic elements of "subject-predicate adverbial complement", especially the mixed use of attributives and adverbials, complements and adverbials, prepositional phrases, locative phrases and temporal phrases as adverbials;The order of multi-attribute and multi-level adverbial, especially the "free" repetition error.Second, the error characteristics of typical sentence patterns are as follows: the use of surface syntactic forms is not proficient, the relationship between deep syntactic meaning and surface syntactic forms is not clear, the typical sentence patterns are avoided and the common verb predicate sentences are used to replace them;Similar sentences are misrepresented.Kazakh mandarin errors generally show the characteristics of many types and many comprehensive errors.The difficulty of errors in five levels of Putonghua is the same as the sequence of Putonghua grades. There are many syntactic levels in two-level two-second complex sentences, and there are three levels of multi-sentence forms, among which there are more half-sentences and non-sentences.The distribution of grammatical errors in different levels of Putonghua is mostly inverted U-shaped. Second and third Putonghua have obvious transitional characteristics, which may have the following reasons: interlanguage characteristics; sample problems; particularity of spoken language data;The disequilibrium of discourse quantity and grammatical difficulty between high and low grade Putonghua; the standard of Putonghua proficiency test; the subjectivity of error analysis.In the teaching strategy, we should insist on the grammatical view of syntax, semantics and pragmatics, pay attention to the use of concrete and perceptible teaching methods, decompose the difficult points, proceed step by step, from easy to difficult, step by step,Help learners master knowledge and improve learning strategies in various forms of practice.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H19

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