美国学生汉语动结式述补结构习得过程研究

发布时间：2018-03-16 08:55

本文选题：动结式述补结构　切入点：美国学生　出处：《南京大学》2013年硕士论文　论文类型：学位论文

【摘要】：本文以美国学生汉语动结式述补结构习得发展情况为研究的课题,采用对两名美国学生跟踪调查研究与基于“美国学生汉语作文纵向语料库”的语料分析相结合的研究方法,对美国学生在汉语动结式述补结构习得过程中的数量分布、正误情况及习得过程进行量化分析。口语方面,在对两名美国学生分别进行了长达7个月的跟踪调查所得语料基础上,通过横向对比与纵向分析相结合的方法,从正确率、自主使用与句法生成、各句式习得顺序、回避与泛化、多样性、习得阶段等角度对二人语料进行分析,总结并对比两人的发展过程和特点。并在此基础上与笔语语料分析相结合,分析笔语在正确率、习得顺序、泛化等方面的发展规律,总结口语发展与笔语发展特点的差异,探讨学习者动结式发展的难点,并针对相应项目对外汉语教学提出有效建议。本文共分五个部分：第一部分介绍了文章的选题理由与研究意义、研究对象、语料来源和主要研究方法。本文采用的纵向追踪分析方法在动结式述补结构习得上鲜少人用,弥补了此方面的缺失。第二部分对以往研究进行综述,在二语习得和对外汉语教学研究领域,对动结式习得的研究主要集中于横向调查而缺少纵向分析,调查对象多集中于亚洲国家,缺少针对欧美国家学习者的研究,故有进一步研究的必要性。第三部分,对转写成文本的录音进行了有效语料的提取,并进行数据统计,在此基础上对所得有效语料进行了横向对比分析和纵向的发展过程研究,得到两名学生动结式发展习得阶段。发现句法启动在初级阶段动结式口语输出中的重要作用,以及动结式口语发展中面临的多样性问题。同时发现两名学生有各自独特的习得风格和个性,初中级阶段学生的口语发展较快但不稳定,而中高级阶段学生发展较稳定,出现了时长约一个月的回落期,之后的动结式发展有了质的提升。第四部分,通过从“美国学生汉语作文纵向语料库”中提取有效语料,从其正确率、正确使用频率、泛化等方面进行分析,得出笔语的发展规律,以及各类动结式的习得顺序。第五部分进行结语,结合前文分析,比照前人的研究成果得出美国学生动结式的习得发展呈螺旋上升趋势。根据本研究得出的一系列结果,对动结式教学有一些建议：句法启动在各个阶段有其不同意义；教师应注重课堂操练时的示范作用：学生的兴趣更是不能忽视的因素；在学习者的不同习得阶段应当采取针对性的教学方法。在初级阶段的课堂操练环节,教师可以用动词一致的启动方式,引导学生尽量多地使用动结式。而在高级阶段,通过提供适当的语篇环境来引导学生使用动结式,可以提高学生在复杂的语境下使用动结式的正确率。如在学习者的几个关键发展期,要选用不同方法。
[Abstract]:This paper focuses on the development of the acquisition of verb-resultant verbatim complement structure among American students, and adopts the research method of combining the two American students' tracking research with the corpus analysis based on the Longitudinal Corpus of American students' Chinese composition. This paper analyzes quantitatively the quantitative distribution, positive and wrong situation and acquisition process in the acquisition of Chinese verb-resultant verb-complement structure by American students. On the basis of a follow-up survey of two American students for 7 months, this paper combines horizontal contrast with vertical analysis to analyze the accuracy, autonomous use and syntactic generation, and the acquisition order of each sentence pattern. From the angles of avoidance and generalization, diversity and acquisition stage, this paper analyzes the two persons' language data, summarizes and compares their development process and characteristics. On this basis, it combines with pen corpus analysis to analyze the correct rate and acquisition order of pen language. This paper summarizes the differences between spoken language development and pen language development, probes into the difficulties of learners' verb-resultant development, and puts forward some effective suggestions for the corresponding items of teaching Chinese as a foreign language. This paper is divided into five parts: the first part introduces the reasons and significance of the topic, the research object, the source of the corpus and the main research methods. To make up for the lack of this aspect. The second part is a review of previous studies. In the field of second language acquisition and teaching Chinese as a foreign language, the research on dynamic resultant acquisition is mainly focused on horizontal investigation and lack of longitudinal analysis, and the survey is mostly focused on Asian countries. Lack of study for European and American learners, so there is a need for further research. In the third part, the effective corpus is extracted, and the data is counted. On this basis, the horizontal comparative analysis and the longitudinal development process of the effective corpus are carried out. It is found that syntactic priming plays an important role in the output of verb-resultant oral English in the primary stage. At the same time, it is found that the two students have their own unique acquisition style and personality, the students' oral language development is fast but unstable in the early and middle stage, but the development of the middle and advanced stage students is more stable. There is a period of about a month of decline, and then the dynamic development has a qualitative improvement. In the 4th part, the effective corpus is extracted from the Longitudinal Corpus of American students' Chinese composition, and its correct rate, correct use frequency, generalization and so on are analyzed, and the rules of the development of pen language are obtained. And all kinds of dynamic resultant acquisition sequence. The conclusion of the 5th part, combined with the previous analysis, shows that the development of the dynamic resultant acquisition of American students is spiraling upward, according to a series of results obtained in this study. There are some suggestions to the dynamic resultant teaching: the syntactic start has its different meaning in each stage, the teacher should pay attention to the demonstration function in the classroom practice, the student's interest is the factor which can't be ignored; In different stages of learners' acquisition, we should adopt targeted teaching methods. In the primary stage of classroom practice, teachers can guide students to use verb-resultant as much as possible in the initial stage of classroom practice, and in the advanced stage, By providing an appropriate discourse environment to guide students to use the verb-resultant, the correct rate of using the verb-resultant in the complex context can be improved. For example, different methods should be used in several key development periods of the learners.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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