俄为母的汉学习者序偏分析

发布时间：2018-06-15 07:32

本文选题：语序偏误分析 + 俄语为母语　；参考：《河北大学》2013年硕士论文

【摘要】：本文以hsk动态作文语料库以及本人在河北大学国际交流与教育学院搜集的部分俄罗斯留学生的书面语及口语语料为基础，经过筛选，选择了其中255条针对俄语为母语的汉语学习者出现的语序偏误进行了系统的归类与分析。将文章分为四个部分：第一部分为引言，说明了选题的背景与意义，在越来越多的俄语为母语的汉语学习者选择来中国留学的情况下，，加强针对对俄汉语的探讨和研究已经刻不容缓；阐述了国内外的研究现状，从俄罗斯汉语文化研究史进程入手，总结了俄罗斯对汉语学习的部分名家名作，在国内，近年来的对俄汉语也涌现出了一些新立场、多角度的理论佳作；概述了相关的理论基础，包括中介语理论和偏误分析理论，并强调了两者在本文中运用的方式及意义。第二部分为以俄语为母语的汉语学习者语序偏误分析，将全部255条语料分为五大类：定语、状语、补语、其他类型以及口语的语序偏误。状语语序偏误分为两大类：单一和多项状语语序偏误；其中单一状语语序偏误分为两小类：单一状语的前置和后置偏误。补语语序偏误分为两大类：与宾语的错序和与状语的错序。定语语序偏误分为两大类：单一和多项定语语序偏误。其中以状语语序偏误出现频率最高，占据了所有语序偏误的44.70%，其次为补语和定语分别占据了总数的21.17%、20.00%，其他类型的语序偏误仅为1.96%，口语语序偏误占据了总数的12.15%。第三部分为形成偏误的原因，以汉俄语言对比、文化对比的方式分析偏误的成因：母语负迁移的影响、文化差异的影响、个人因素、环境因素，其中母语负迁移的影响是语序偏误的主要原因。第四部分为对俄汉语教学的展望，强调了语序教学的重要性，并针对母语为俄语的汉语学习者对汉语语序的学习提出了三点建议，同时对俄语区学习者的整体汉语学习提出了一些个人观点。
[Abstract]:This paper is based on the hsk dynamic composition corpus and the written and spoken language data collected by me from the School of International Communication and Education of Hebei University. 255 of them are classified and analyzed systematically according to the word order errors of Russian native language learners. The article is divided into four parts: the first part is the introduction, which explains the background and significance of the topic, with more and more Russian native language learners choosing to study in China. It is urgent to strengthen the discussion and research on Russian Chinese. This paper expounds the current research situation at home and abroad, starting with the history of Russian Chinese culture research, summarizes some famous Russian works on Chinese learning. In recent years, there have emerged some new positions on Russian and Chinese, including the theory of interlanguage and the theory of error analysis, and the methods and significance of their application in this paper. In the second part, the Chinese learners whose mother tongue is Russian are divided into five categories: attributive, adverbial, complement, other types and orderliness of spoken language. Adverbial word order bias is divided into two categories: single and multi-adverbial word order errors, in which single adverbial word order errors are divided into two small categories: single adverbial pre- and post-bias. The word order bias of complement is divided into two categories: the wrong order with object and the wrong order with adverbial. Attributive word order bias is divided into two categories: single and multiple attributive word order errors. Among them, adverbial word order errors occur most frequently, accounting for 44.70 of all word order errors, followed by complement and attributives accounting for 21.17 and 20.00 respectively. The other types of word order errors are only 1.96, and the oral word order errors account for 12.15 percent of the total. The third part is the causes of the errors, and analyzes the causes of the errors by the comparison of Chinese and Russian languages and culture: the influence of negative transfer of mother tongue, the influence of cultural differences, personal factors, environmental factors, and so on. The influence of negative transfer of mother tongue is the main reason of word order bias. The fourth part is the prospect of Russian Chinese teaching, emphasizes the importance of word order teaching, and puts forward three suggestions for Chinese learners whose mother tongue is Russian. At the same time, the author puts forward some personal views on the whole Chinese learning of Russian learners.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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