汉语作为第二语言的无标记被动句习得研究
发布时间：2018-08-02 19:58
【摘要】：近年来,随着学习汉语人数的增多和对外汉语教学事业的蓬勃发展,对对汉语教学的理论要求也不断提高。无标记被动句是汉语里的一种常用工具句式,作为汉语教学和二语习得中的难点和重点向来为专家和学者所重视,本体研究也取得了很多成果,不少的研究成果还被应用到对外汉语教学和教材编写中去。但是大部分学者都是从被动句这个大的范围内对其进行考察,没有专门细化到无标记被动句的习得这个部分,专门针对留学生无标记被动句习得的研究也不多见 本文力图通过对HSK动态作文语料库和调查问卷获得的数据进行统计,对留学生的习作进行分析,利用偏误分析理论、对比分析理论,考察留学生习得无标记被动句的情况,对产生的偏误进行归类,并力图找出这些偏误产生的原因,探索影响留学生习得这一句式的因素。在此基础上,我们考察了《汉语水平等级标准与语法等级大纲》和《高等学校外国留学生汉语言专业教学大纲(附件二)》以及目前比较权威的两本对外汉语教材《汉语教程》和《新实用汉语课本》对无标记被动句这一语法点的处理情况,并试图根据我们调查得到的结果以及无标记被动句的教学现状对无标记被动句的大纲、教材编写以及教学提出了一些建议,以求能使学习汉语的留学生能更快更准确地习得这一句式,进而学好汉语。 本文共分四章。第一章作为绪论部分,介绍了本选题的缘起,从无标记被动句与被动句的关系、针对这一句式的受事主语的研究、谓语动词的研究、习得难度和偏误的研究和汉外语言对比研究等几个方面对前人的研究成果进行梳理,在此基础上再说明本文的研究内容、研究方法以及语料来源,并对本文无标记被动句的研究范围进行界定；第二章我们从HSK动态作文语料库和调查问卷两个方面,针对外国留学生使用无标记被动句的习得情况进行了调查,对其习得顺序进行了推测。通过对调查数据进行的分析,我们发现留学生习得无标记被动句的情况与其学习汉语的时间呈正相关关系,影响留学生习得这一句式的主要因素有两个：汉语无标记被动句本身的难度以及母语负迁移的影响。第三章我们对从调查语料以及HSK动态作文语料库和学生习作中获得的无标记被动句偏误进行了分类,发现留学生输出无标记被动句的偏误主要集中于主语使用的偏误、谓语使用的偏误、状语使用的偏误、补语使用的偏误、被动标记的偏误等方面,并对这些偏误的来源进行了探讨；第四章我们从前文的调查实证出发,对大纲以及两本教材对无标记被动句的处理进行考察,对无标记被动句的大纲处理、教材编写和教学策略提出了一些建议；全文的结语部分,指出本文的研究结论,以及本文研究的不足。
[Abstract]:In recent years, with the increase of the number of people learning Chinese and the vigorous development of teaching Chinese as a foreign language, the theoretical requirements for Chinese teaching have been raised. Unmarked passive sentence is a common tool sentence in Chinese. As a difficult and important part in Chinese teaching and second language acquisition, unmarked passive sentence has always been paid attention to by experts and scholars, and many achievements have been made in ontology research. Many research results have also been applied to teaching Chinese as a foreign language and compiling textbooks. However, most scholars have studied passive sentences from a wide range, and have not specifically refined them to the acquisition of unmarked passive sentences. The research on the acquisition of unmarked passive sentences for foreign students is also rare. This paper tries to analyze the exercises of foreign students by analyzing the data obtained from the HSK dynamic composition corpus and the questionnaire. By using the theory of error analysis and comparative analysis, this paper investigates the situation of foreign students' acquisition of unmarked passive sentences, classifies the errors, and tries to find out the causes of these errors and to explore the factors that affect the students' acquisition of this sentence pattern. On this basis, We have examined the outline of Chinese proficiency and Grammar grades, the syllabus of Chinese language majors for Foreign students in Colleges and Universities (Annex 2), and the two most authoritative textbooks for Teaching Chinese as a Foreign language at present < Chinese tutorials]. And "New practical Chinese textbook" on the grammatical point of unmarked passive sentence, According to the results of our investigation and the present teaching situation of unmarked passive sentences, this paper tries to put forward some suggestions on the outline of unmarked passive sentences, the compilation of textbooks and the teaching of unmarked passive sentences. In order to enable foreign students to learn Chinese faster and more accurately to acquire this sentence pattern, and learn Chinese well. This paper is divided into four chapters. The first chapter, as the introduction, introduces the origin of this topic, the relationship between unmarked passive sentence and passive sentence, the study of the subject, the study of the predicate verb. The research on acquisition difficulty and error and the contrastive study of Chinese and foreign languages are made to sort out the previous research results. On this basis, the research contents, research methods and data sources of this thesis are explained again. In chapter two, we investigate the acquisition of unmarked passive sentences by using HSK dynamic composition corpus and questionnaire. The acquisition sequence is inferred. Through the analysis of the survey data, we find that there is a positive correlation between the acquisition of unmarked passive sentences and the time of learning Chinese. There are two main factors that influence the acquisition of this sentence pattern: the difficulty of Chinese unmarked passive sentence itself and the influence of negative transfer of mother tongue. In the third chapter, we classify the unmarked passive sentence errors obtained from the investigation corpus, the HSK dynamic composition corpus and the students' exercises, and find that the errors in the output of unmarked passive sentences are mainly focused on the errors in the use of subjects. The errors in predicate use, adverbial use, complement use, passive marker errors and so on, and the origin of these errors are discussed. This paper investigates the treatment of unmarked passive sentences in the outline and two textbooks, and puts forward some suggestions on the outline processing, textbook compilation and teaching strategies of the unmarked passive sentences. And the deficiency of this paper.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2160562
[Abstract]:In recent years, with the increase of the number of people learning Chinese and the vigorous development of teaching Chinese as a foreign language, the theoretical requirements for Chinese teaching have been raised. Unmarked passive sentence is a common tool sentence in Chinese. As a difficult and important part in Chinese teaching and second language acquisition, unmarked passive sentence has always been paid attention to by experts and scholars, and many achievements have been made in ontology research. Many research results have also been applied to teaching Chinese as a foreign language and compiling textbooks. However, most scholars have studied passive sentences from a wide range, and have not specifically refined them to the acquisition of unmarked passive sentences. The research on the acquisition of unmarked passive sentences for foreign students is also rare. This paper tries to analyze the exercises of foreign students by analyzing the data obtained from the HSK dynamic composition corpus and the questionnaire. By using the theory of error analysis and comparative analysis, this paper investigates the situation of foreign students' acquisition of unmarked passive sentences, classifies the errors, and tries to find out the causes of these errors and to explore the factors that affect the students' acquisition of this sentence pattern. On this basis, We have examined the outline of Chinese proficiency and Grammar grades, the syllabus of Chinese language majors for Foreign students in Colleges and Universities (Annex 2), and the two most authoritative textbooks for Teaching Chinese as a Foreign language at present < Chinese tutorials]. And "New practical Chinese textbook" on the grammatical point of unmarked passive sentence, According to the results of our investigation and the present teaching situation of unmarked passive sentences, this paper tries to put forward some suggestions on the outline of unmarked passive sentences, the compilation of textbooks and the teaching of unmarked passive sentences. In order to enable foreign students to learn Chinese faster and more accurately to acquire this sentence pattern, and learn Chinese well. This paper is divided into four chapters. The first chapter, as the introduction, introduces the origin of this topic, the relationship between unmarked passive sentence and passive sentence, the study of the subject, the study of the predicate verb. The research on acquisition difficulty and error and the contrastive study of Chinese and foreign languages are made to sort out the previous research results. On this basis, the research contents, research methods and data sources of this thesis are explained again. In chapter two, we investigate the acquisition of unmarked passive sentences by using HSK dynamic composition corpus and questionnaire. The acquisition sequence is inferred. Through the analysis of the survey data, we find that there is a positive correlation between the acquisition of unmarked passive sentences and the time of learning Chinese. There are two main factors that influence the acquisition of this sentence pattern: the difficulty of Chinese unmarked passive sentence itself and the influence of negative transfer of mother tongue. In the third chapter, we classify the unmarked passive sentence errors obtained from the investigation corpus, the HSK dynamic composition corpus and the students' exercises, and find that the errors in the output of unmarked passive sentences are mainly focused on the errors in the use of subjects. The errors in predicate use, adverbial use, complement use, passive marker errors and so on, and the origin of these errors are discussed. This paper investigates the treatment of unmarked passive sentences in the outline and two textbooks, and puts forward some suggestions on the outline processing, textbook compilation and teaching strategies of the unmarked passive sentences. And the deficiency of this paper.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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