心理状态动词的程度量级分类与留学生的习得研究

发布时间：2018-07-11 18:16

本文选题：心理状态动词 + 绝对程度副词　；参考：《北京语言大学》2017年硕士论文

【摘要】：心理状态动词是心理动词中很重要的一类,通过相关文献的查阅和平时教学的积累,我们发现留学生习得心理状态动词的程度量级存在一定的困难和问题。本文利用语料库统计、评测和问卷调查的方法,区分了三类不同的心理状态动词,并在此基础上研究了中、高级水平留学生的习得情况和错误分布。基于前人时贤的研究成果,我们参考两部经典教材,筛选出83个心理状态动词。通过母语者的评测,我们按照程度量的高低和连续性与否区分了三类心理状态动词,即连续程度心理状态动词、非连续程度心理状态动词和无程度心理状态动词,并讨论了各类心理状态动词的意义和特点。由此,我们设计调查问卷研究了留学生的习得情况,通过分析汉语水平、心理状态动词类型、程度量级各因素之间的相互影响,我们得到了以下结论:(1)对于三类不同的心理状态动词,留学生的习得情况存在差异:无程度心理状态动词的习得情况最好,非连续程度心理状态动词的习得情况最差,连续程度心理状态动词的习得情况居中。其中,高级水平的留学生有类型差异,中级水平的留学生无类型差异。(2)对于三种程度量级的心理状态动词,留学生的习得情况存在差异:次高量级心理状态动词的习得情况最好,极高量级心理状态动词的习得情况最差,低量级心理状态动词的习得情况居中。中级水平的留学生和高级水平的留学生均有程度量级的类型差异。(3)留学生对于三类心理状态动词内部三种程度量级的习得情况存在差异:习得连续程度心理状态动词和非连续心理状态动词时,次高量级的习得情况好于低量级,低量级好于极高量级;习得无程度心理状态动词时,极高量级的习得情况好于低量级,低量级好于次高量级。(4)留学生对于三种程度量级内部三类心理状态动词的习得情况存在一定差异。其中习得低量级心理状态动词词时,无程度心理状态动词的习得情况好于连续程度心理状态动词,连续程度心理状态动词好于非连续心理状态动词;习得极高量级的心理状态动词时,无程度心理状态动词的习得情况好于非连续心理状态动词,非连续心理状态动词好于连续程度心理状态动词;习得次高量级的心理状态动词时,三类心理状态动词的习得情况持衡。同时,我们分析了“推理错误”和“缺陷错误”这两类错误与汉语水平、心理状态动词类型、程度量级之间的关系,发现:整体而言,留学生判断心理状态动词程度量级的可接受性时,表现出了一定的逻辑推理和泛化类推,但是对已学知识掌握不牢、存在知识缺陷是造成他们判断错误的主要原因。
[Abstract]:Mental state verb is a very important kind of psychological verb. Through the reference of relevant literature and the accumulation of normal teaching, we find that there are some difficulties and problems in the level of acquisition of psychological state verb by foreign students. By means of corpus statistics, evaluation and questionnaire, this paper distinguishes three different kinds of mental state verbs, and on this basis studies the acquisition and error distribution of middle and advanced foreign students. Based on the previous research results of Shi Xian, we selected 83 mental state verbs with reference to two classic textbooks. Through the evaluation of native speakers, we distinguish three kinds of mental state verbs according to the degree of degree and continuity, that is, continuous degree state verb, discontinuous degree mental state verb and non-degree mental state verb. The meaning and characteristics of various mental state verbs are also discussed. Therefore, we designed a questionnaire to study the acquisition of foreign students, and analyzed the interaction among the factors of Chinese proficiency, the type of mental state verbs, and the degree of degree. We have obtained the following conclusions: (1) for the three kinds of different state verbs, there are differences in the acquisition of foreign students: the acquisition of non-continuous state verbs is the best, and the acquisition of discontinuous state verbs is the worst. The acquisition of continuous psychological state verbs is in the middle. Among them, the international students at the advanced level have type differences, while those at the intermediate level have no type differences. (2) for the three kinds of psychological state verbs of the order of magnitude, There are differences in the acquisition of foreign students: the acquisition of the second-order mental state verb is the best, the acquisition of the extremely high order mental state verb is the worst, and the acquisition of the low-order psychological state verb is the middle. (3) there are differences in the acquisition of the three orders of magnitude within the three kinds of mental state verbs: the acquisition of continuous degree of mental state by the international students at the intermediate level and the international students at the advanced level. (3) the acquisition of the three orders of magnitude within the three mental state verbs is different. Verbs and discontinuous mental state verbs, The acquisition of subhigh order of magnitude is better than that of low order of magnitude, low order of magnitude is better than that of very high order of magnitude, and the acquisition of non degree mental state verb is better than that of low order of magnitude. (4) there are some differences in the acquisition of three kinds of mental state verbs among the three orders of degree. In the acquisition of low-order mental state verb, the acquisition of non-degree psychological state verb is better than that of continuous degree psychological state verb, and the continuous degree psychological state verb is better than discontinuous mental state verb. The acquisition of non-continuous state verbs is better than that of discontinuous state verbs and discontinuous state verbs are better than continuous state verbs. In the acquisition of sub-high-order state verbs, the acquisition of three kinds of state-of-mind verbs is balanced. At the same time, we analyze the relationship between "reasoning error" and "defect error" and the level of Chinese level, mental state verb type and degree. In judging the acceptability of the degree of psychological state verbs, foreign students show certain logical reasoning and generalized analogy, but they do not master the knowledge well enough, and the defect of knowledge is the main reason for their misjudgment.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195

【相似文献】