美国中高级汉语第二语言学习者汉语篇章指称的习得研究

发布时间：2018-03-26 21:39

本文选题：篇章　切入点：篇章衔接　出处：《北京语言大学》2009年硕士论文

【摘要】： 本文以前人对外汉语篇章语言学理论、篇章习得研究成果以及写作教学、篇章教学等研究为指导,采用偏误分析、数据统计、定性与定量相结合的方法,通过对大量美国中高年级汉语作为第二语言学习者的作文材料进行分析,考察其作文中指称方法的运用情况,以及各种指称手段的习得顺序。文章以衔接力能力的强弱为标准,选取了四种指称方式,它们分别是:零形代词、代词、指示语(单用)、指示成分+话语名词。在选取研究语料时,选取了美国大学生为研究被试,均为汉语作为第二语言学习者,研究中选取了能代表汉语中、高级学习者的哈佛大学(包括耶鲁大学、芝加哥大学、麻省理工学院等其他学校学生,均在哈佛修中文课)的三、五两个年级学生的书面语作文材料,重点考察中高级汉语学习者习得以上四种衔接手段时,是否存在一定的顺序,并尝试解释所得结论。通过统计分析与计算,我们得出了以下初步的结论:(1)三、五年级在零形代词、指示语方面的偏误频次具有显著差异,在人称代词指称方面,三、五年级的偏误频次接近显著差异,且三年级的错误频次仍多于五年级;(2)在三年级内部,零形代词、人称代词、指示语方面的错误频次依次增加,并表现出明显差异,五年级内部表现出同样的趋势;(3)在人称代词、指示语的语体风格错误方面,三、五年级学生的错误频次没有显著差异,也就是说,中高年级的汉语学习者均存在着指示语语体风格的偏误类型,不过值得注意的是,在绝对数量上,只有这一项是五年级的偏误频次高于三年级。后文讨论并尝试解释了出现这种情况的原因,并在文章的最后比对了中美对外汉语教材各一套,考察以上衔接手段在各种教材中呈现方式、呈现量的多少,以及各自的讲练特点,并希望就此为教材编写、课程设计提供一些参考意见。
[Abstract]:Under the guidance of the previous researches on text linguistics theory, text acquisition, writing teaching and text teaching, this paper adopts the methods of error analysis, data statistics, qualitative and quantitative analysis, and so on. Based on the analysis of a large number of compositions of senior Chinese as a second language learner in the United States, this paper investigates the usage of referential methods in their compositions and the acquisition order of various referential devices. Four kinds of referential methods are selected, they are zero pronoun, pronoun, deixis (single use, demonstrative component discourse noun). All are Chinese as second language learners. In the study, three students from Harvard University (including Yale University, the University of Chicago, the Massachusetts Institute of Technology, etc.) who can represent advanced Chinese learners, took Chinese classes at Harvard. The written composition materials of the fifth and second graders, focusing on whether there is a certain order in the acquisition of the above four cohesive devices by middle and advanced Chinese learners, and trying to explain the conclusions, through statistical analysis and calculation. We draw the following preliminary conclusions: third grade, fifth grade has significant difference in the frequency of errors in zero form pronoun, and in personal pronoun reference, the frequency of third and fifth grade errors is close to significant difference. Moreover, the frequency of errors in grade 3 is still higher than that in grade 5 (2) within grade 3, the frequency of errors in zero-shaped pronouns, personal pronouns and deixis increases in turn, and there are obvious differences, while in grade 5 there is a similar trend in personal pronouns. In terms of stylistic errors in deixis, there is no significant difference in the frequency of errors among the third and fifth graders, that is to say, Chinese learners in middle and high grades all have errors in the style of deixis, but it is worth noting that, In absolute terms, only this item is the fifth grade with a higher frequency of errors than the third grade. Later on, we discuss and try to explain the reasons for this situation, and at the end of the article, we compare one set of Chinese teaching materials for China and the United States as a foreign language. This paper examines the above cohesive devices in various textbooks, the amount of presentation, as well as each of the characteristics of practice, and hope to provide some reference for the compilation of textbooks and curriculum design.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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