维吾尔族学生汉语情态补语习得研究  

A Study on Uyghur Students' Learning Chinese Modal Complements

作　　者：姚家兴 YAO Jia-xing(Department of Uyghur Language and Literature,Minzu University of China,100081,Beijing,China)

机构地区：[1]中央民族大学维吾尔语言文学系,北京100081

出　　处：《兵团教育学院学报》2018年第4期23-30,共8页Journal of Bingtuan Education Institute

基　　金：2018年中央高校建设世界一流大学(学科)和特色发展引导专项资金资助项目(181066)

摘　　要：第二语言习得既受目的语与母语间异同的影响,也与二语习得者的学习策略、对目的语的认知方式,以及教师的教学策略、教材内容设置等方面的因素有关。为了解维吾尔族学生对汉语情态补语的掌握和使用情况,针对汉语情态补语的句法语义特点,设计出一套包含有不同类型测试项目的调查问卷,力求问卷测试的科学性、全面性和有效性。通过测试后归纳总结出维吾尔族学生习得汉语情态补语的七大类12种偏误类型,并对不同偏误类型产生的原因从语言学视角进行了分析说明。本文以对比语言学理论为框架,结合认知语言学中的构式语法理论,针对维吾尔族学生习得汉语情态补语的偏误类型提出相应的教学对策,以期为维吾尔族学生的国家通用语言教学提供服务。TThe second language acquisition is influenced by the similarities and differences between the target language and the mother tongue. It is also related to the learning strategies of the second language learners, the cognitive methods of the target language, and the teaching strategies of the teachers and the content of the teaching materials. Through the questionnaire, we know the mastering and using of Chinese modal complements for Uyghur students, and we summarized seven categories of twelve kinds of errors on Chinese modal complement acquisition for Uyghur students. With this the reasons for the different types of errors were analyzed and explained. Based on the theory of comparative linguistics and the theory of constructive grammar in cognitive linguistics, this paper puts forward the corresponding teaching strategies for Uyghur students to acquire Chinese modal complements.

关 键 词：汉语情态补语 维吾尔族 第二语言习得 偏误分析 构式语法理论 

分 类 号：H19[语言文字—汉语]