中高级留学生近义词习得情况与学习策略研究

发布时间：2018-07-13 15:31

【摘要】：近义词是指汉语中词义相同或相近的词语,近义词的大量和丰富也是汉语词汇的一大特点。在对外汉语教学领域,近义词一直是困扰中高级水平留学生词汇学习的难题。目前我国国内的近义词习得研究以英语为第二语言的习得研究为主,缺少以汉语为第二语言的近义词习得研究。国外基于实验的定量分析研究方法尚未得到国内学界充分有效的利用。已有的汉语近义词研究多以单独的近义词为例进行研究,对于近义词习得与辨析中的总体框架以及近义词习得策略的关注甚少,未能较全面地考察中高级留学生近义词辨析和习得的情况。因此本文提出了“中高级留学生汉语近义词习得情况与学习策略研究”这一课题,为有效提取近义词习得、分析留学生学习策略的倾向做一些有益尝试。本研究主要采用问卷调查及个人访谈的形式,通过SPSS 17.0软件进行数据分析,尝试通过定量和定性分析相结合的方式,从南京大学中高级水平留学生中获取第一手资料,真实反映留学生近义词习得水平和学习策略的使用情况,对比东西方留学生近义词习得情况和习得策略的异同,分析留学生习得水平与学习策略的相关性,描写和总结留学生汉语近义词学习及策略的规律和启示。基于前人的研究并结合本研究的需要,本研究主要以语义对比、句法对比和语用对比三个分类标准区别近义词,将词汇学习策略分为元认知策略、认知策略和社交情感策略三个大类。通过数据定量统计分析,本研究发现：(1)各类近义词的难度存在差异,呈现“句法易,语用难”的特点。留学生先习得近义词显性的句法差异,然后习得隐性的语义差异；(2)东西方不同语言背景的留学生近义词水平存在一定差异,总体上日韩留学生表现优于欧美留学生,可能由于日韩学生母语正迁移的影响；(3)在学习策略方面,日韩留学生倾向于使用形象化策略,欧美留学生倾向于使用词汇知识策略；(4)留学生近义词习得好坏与其使用的具体学习策略相关性较低,即不明显存在能够区分习得水平的“万能学习策略”。但消极的学习态度和策略会明显影响其学习水平。最后,本文针对中高级留学生近义词习得与学习策略的定量和定性分析的结果,对汉语词汇教学和学习分别提出了建议。希望通过本研究充实汉语词汇发展,尤其是近义词的实证研究。
[Abstract]:Synonyms refer to words with the same or similar meanings in Chinese, and the abundance and enrichment of synonyms is also a major feature of Chinese vocabulary. In the field of teaching Chinese as a foreign language (TCFL), synonyms have always been a difficult problem for middle-and high-level foreign students. At present, the study of synonym acquisition in China mainly focuses on the acquisition of English as a second language, and lacks the research on the acquisition of synonyms with Chinese as the second language. Foreign quantitative analysis methods based on experiments have not been fully and effectively used in domestic academic circles. Most of the existing researches on Chinese synonyms take individual synonyms as an example, but little attention has been paid to the overall framework of synonym acquisition and the strategy of synonym acquisition. Fail to investigate the discrimination and acquisition of synonyms of middle and advanced foreign students in a more comprehensive way. Therefore, this paper puts forward the topic of "the acquisition of Chinese synonyms and the study of learning strategies for middle and advanced foreign students", in order to effectively extract the acquisition of synonyms and analyze the tendency of foreign students' learning strategies to make some useful attempts. This research mainly adopts the form of questionnaire and personal interview, carries on the data analysis through the SPSS 17.0 software, attempts through the quantitative and the qualitative analysis unifies the way, obtains the first-hand information from the Nanjing University middle and advanced level foreign student. It truly reflects the level of foreign students' acquisition of synonyms and the use of learning strategies, compares the similarities and differences between the acquisition of foreign students' synonyms and their acquisition strategies, and analyzes the correlation between the level of foreign students' acquisition and their learning strategies. This paper describes and summarizes the rules and implications of learning Chinese synonyms and strategies for foreign students. Based on the previous studies and the needs of this study, the present study classifies lexical learning strategies into metacognitive strategies by classifying synonyms according to three classification criteria: semantic contrast, syntactic contrast and pragmatic contrast. Cognitive strategies and social affective strategies are divided into three categories: cognitive strategies and social affective strategies. Through quantitative statistical analysis, this study finds that: (1) there are differences in the difficulty of various synonyms, which are characterized by "easy syntax and difficult pragmatics". Foreign students first acquire syntactic differences of synonym dominance and then acquire implicit semantic differences. (2) there are certain differences in the level of synonyms of foreign students from different language backgrounds in East and West. On the whole, the performance of Japanese and Korean students is better than that of European and American students. (3) in terms of learning strategies, Japanese and Korean students tend to use visualized strategies, while European and American students tend to use vocabulary knowledge strategies; (4) there is a low correlation between the acquisition of synonyms and the specific learning strategies used by foreign students, that is, there is no obvious "universal learning strategy" which can distinguish the level of acquisition. However, negative learning attitudes and strategies will significantly affect their learning level. Finally, based on the results of quantitative and qualitative analysis on the acquisition and learning strategies of synonyms for senior and middle level students, this paper puts forward some suggestions for the teaching and learning of Chinese vocabulary. This study is intended to enrich the development of Chinese vocabulary, especially the empirical study of synonyms.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

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