Email this article 
.png)
语序类型学视角下语言背景为英语、泰语、哈萨克语和吉尔吉斯语的汉语学习者汉语介词框架“在+N/NP+上/中”习得的偏误分析
Abstract
This article discusses the impact of language types on the second language learning. Research studies, especially, from the perspective of the type of word order in the sentences. The author compares VO (English and Thai) and OV (Kazakh and Kyrgyz) with their respective structures of prepositional frames. “At+N/NP+above/middle” in Chinese by analyzing the distinctive characteristics of each types between them. Then, propose an assumption about the relationship between different word ordering and mistakes in word order. The research results show that, in terms of word order in the sentences, although the Kazakh and Kyrgyz languages are greatly different from English and Thai, it shows similar mistakes of the VO language. This shows that the mistakes are not only related to the language type between the mother tongue and the target language. They are also related to the types of other languages they have studied before; Finally, this article provides recommendations for teaching and learning to help better understand the complexities of language learning, especially, the comparison and influence between different language types.
Keywords
Full Text:
PDFReferences
[1] Cao, F., Tao, R., Liu, L., Perfetti, C. A., & Booth, J. R. (2013). High proficiency in a second language is characterized by greater involvement of the first language network: Evidence from Chinese learners of English. Journal of cognitive neuroscience, 25(10), 1649-1663.
[2] Gong, Y. F., Gao, X. A., & Lyu, B. (2020). Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018). Language Teaching, 53(1), 44-62.
[3] Jinsong (Jason) Fan (2019) Assessing Chinese learners of English: language constructs, consequences and conundrums, Assessment in Education: Principles, Policy & Practice, 26:3, 356-359, DOI: 10.1080/0969594X.2017.1309353
[4] Li, Longyu. (2022). Study on the Path of Combining Chinese Teaching as a Foreign Language and Tea Culture in Indonesia During the Post-Epidemic Period. MANDARINABLE : Journal of Chinese Studies, 1(2), 53–59. https://doi.org/10.20961/mandarinable.v1i2.444
[5] Liu, M., & Hong, M. (2021). English language classroom anxiety and enjoyment in Chinese young learners. SAGE Open, 11(4), 21582440211047550.
[6] Liu, H., & Brantmeier, C. (2019). “I know English”: Self-assessment of foreign language reading and writing abilities among young Chinese learners of English. System, 80, 60-72.
[7] Li, Q. (2014). Differences in the motivation of Chinese learners of English in a foreign and second language context. System, 42, 451-461.
[8] Phanata, S. (2023). The Current Situation and Development of Chinese Language Education in Indonesian Universities in the New Era: A Case Study of the Deparment of Chinese Language, Universitas Sebelas Maret : 新时代印尼高校中文教育的现状与发展——以三一一大学中文系为例. MANDARINABLE : Journal of Chinese Studies, 2(1), 53–57. https://doi.org/10.20961/mandarinable.v2i1.641
[9] Wong, Y. K. (2020). Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners. System, 88, 102181.
[10] 崔希亮（2005）欧美学生汉语介词习得的特点及偏误分析，世界汉语教学,（3）,83-96。
[11] 陈昌来（2002）介词与介引功能，安徽：教育出版社。
[12] 成燕燕（2008）哈萨克族学生习得汉语存现句的偏误及对策，语言与翻译,（4）,64-68。
[13] 储泽祥（2010）汉语空间短语研究，北京：北京语言大学出版社。
[14] 广州外国语学院（2018）泰汉词典，北京：商务印书馆。
[15] 郭亚（2021） 俄罗斯学生习得方位介词“在”类的偏误研究——以乌拉尔联邦大学孔子学院为例，广东外语外贸大学硕士学位论文。
[16] 黄理秋、施春宏（2010）汉语中介语介词性框式结构的偏误分析，华文教学与研究,（3）, 34-41。
[17] 林齐倩（2011）韩国学生“在 NL”句式的习得研究，汉语学习,（3）, 90-98。
[18] 刘丹青（2002）汉语中的框式介词，当代语言学,（4）, 241-253。
[19] 刘月华（2004）实用现代汉语语法，北京：商务印书馆。
[20] 刘珣（2002）对外汉语教育学引论，北京 : 北京语言大学出版社。
[21] 马威（2016）哈萨克斯坦和吉尔吉斯斯坦留学生汉语存现句习得分析，新疆师范大学硕士学位论文。
[22] 裴晓睿（2017）泰语语法，北京：北京大学出版社。
[23] 苏丹洁、陆俭明（2010）“构式—语块”句法分析法和教学法，世界汉语 教学,（4）,558-565。
[24] 邵志洪（2008）结构.语义.关系-英汉微观对比研究，上海：上海外语教育 出版社。
[25] 徐泉（2010）外语教学研究视角下的语块:发展与问题，中国外语,（2）,75-79。
[26] 张定京（2004）现代哈萨克语实用语法，北京：中央民族大学出版社。
[27] 张辉（2019）基础哈萨克语（1）， 广州：世界图书出版公司。
[28] 赵葵欣（2000）留学生学习和使用汉语介词的调查，世界汉语教学,（2）, 100-106。
Refbacks
- There are currently no refbacks.
