中亚留学生汉语能愿动词习得顺序倾向性研究

发布时间：2018-11-27 12:43

【摘要】：能愿动词一直是对外汉语教学的重点和难点。能愿动词本身具有不同的情态意义，不同的能愿动词又可以表示相同的意义。该研究尝试从义项角度对汉、俄、塔、吉、哈语能愿表达进行对比。研究采取纵向和横向考察的方式，使用问卷调查和语料搜集的方法，依据第二语言习得顺序理论得出了中亚留学生汉语能愿动词的习得顺序，并运用认知语言学相关理论对习得顺序作出合理揭示并提出了一些教学策略。本文的结构主要分为五部分：第一部分，绪论。介绍了研究背景、研究目的和意义、研究综述、和本文所依据的理论基础。第二部分，研究设计。介绍了研究对象、研究方法、调查工具以及语料来源和样本量。第三部分，汉语能愿动词义项分析及汉外能愿表达对比。研究者在前人的基础上对汉语能愿动词的语法和语义两个平面进行总结陈述，，同时从义项的视角对汉、俄、塔、吉、哈语的能愿表达做对比。第四部分，研究者通过对中亚留学生的控制性问卷调查，在数据分析的基础上，从语义平面，得出表达相同情态意义的不同能愿动词之间的习得顺序倾向性，其中包括“能力”义、“意愿”义、“客观可能”义、“义务”义、“许可”义和“推测”义的能愿动词习得顺序倾向性。并运用认知语言学和模态语义学的相关理论对这一习得顺序做出合理的解释。第五部分，通过搜集中亚留学生的书面语料，在语义平面揭示中亚留学生习得单个典型能愿动词的各个情态义项的顺序倾向性。同时运用语言表达的主观化理论从学习者的认知平面对这一习得顺序倾向作出合理解释。第六部分，从实际的教学出发，对教学和教材的编写提出了一些建议，以帮助中亚留学生更好得掌握汉语能愿动词。第七部分是对全文的总结。
[Abstract]:The verb can wish has always been the focus and difficulty in teaching Chinese as a foreign language. The verb itself has different modal meaning, and the different verb can express the same meaning. This study attempts to compare Chinese, Russian, Tata, Ji and Kazakh languages in terms of meaning. Based on the theory of second language acquisition sequence, the author studies the acquisition order of Chinese verbal capacitive verbs for the students of Central Asia by means of longitudinal and horizontal investigation, using the methods of questionnaire and corpus collection. The acquisition sequence is revealed with the relevant theories of cognitive linguistics and some teaching strategies are put forward. The structure of this paper is divided into five parts: the first part, introduction. The research background, research purpose and significance, research review, and the theoretical basis of this paper are introduced. The second part, research and design. This paper introduces the research object, research method, investigation tools, corpus source and sample size. The third part, Chinese can wish verb meaning analysis and Chinese foreign can wish expression contrast. On the basis of previous studies, the researcher summarizes the grammatical and semantic aspects of Chinese vantage verbs, and makes a comparison between Chinese, Russian, Tata, Ji and Kazakh from the perspective of meaning. In the fourth part, on the basis of the data analysis and the data analysis, the researcher obtains the acquisition order tendency between the different willing verbs expressing the same modal meaning through the controlled questionnaire to the students from Central Asia, and on the basis of the analysis of the data. It includes "ability", "will", "objective possibility", "obligation", "permission" and "conjecture". Using the theories of cognitive linguistics and modal semantics, the acquisition sequence is explained reasonably. The fifth part, through collecting the written materials of the students from Central Asia, reveals the order tendency of each modal meaning of the single typical willing verb in the semantic plane. At the same time, the subjective theory of language expression is used to explain the acquisition order tendency from the learners' cognitive plane. In the sixth part, the author puts forward some suggestions on the teaching and the compilation of teaching materials from the perspective of practical teaching, in order to help the students of Central Asia to master the Chinese verb of wish better. The seventh part is a summary of the full text.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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