韩国学生汉语叙述体语篇“零形指称”现象研究
发布时间：2019-02-25 19:09
【摘要】：“零形指称”(Zero Reference)是指语篇中在应该出现指称的位置上出现了空位,即不使用有形指称形式的语篇无形指称衔接现象。汉语指称包括:名词指称(NP)、代词指称(P)和零形指称(0),其中零形指称出现频率最高。韩语和汉语都是主题突出的语言,韩国学生汉语语篇中“零形指称”使用频率较高。本文基于所搜集的不同阶段韩国学生的真实作文语料,探究韩国学生汉语语篇“零形指称”习得偏误及其产生原因,并提出针对性的“零形指称”教学策略。论文设计了格式塔完型问卷、语料分级检索以及Givón“回数法”三种考察形式,旨在以数据的形式考察韩国学生“零形指称”运用的倾向性,分析韩国各阶段学生汉语语篇与汉语本族人汉语语篇“零形指称”在使用上的差别,调查韩国各阶段学生作文语篇“零形指称”的延续值,概括韩国学生汉语叙述体语篇“零形指称”的习得偏误类型,发现其使用的特殊现象。论文概括出韩国学生运用“零形指称”的四种偏误类型,对比了四种偏误在韩国初、中、高级三个阶段韩国学生的汉语语篇中的分布比重,旨在明确韩国学生偏误类型的分布特点和研究重点。论文指出,“代词指称泛用,零形指称缺省”是韩国初中级阶段学生主要的偏误类型;“零形指称泛用,名代指称缺省”是韩国中高阶段学生的主要偏误类型。韩国学生“零形指称”偏误产生的原因主要有三个:“零形指称”语篇分布复杂性制约、韩语语篇语法的“母语负迁移”影响,以及汉语教材编写与教学中对语篇教学重视度不足等。基于此,论文提出从“零形指称”的语篇分布基本规律宏观判断、“话题链”延续性和谓语动词支配性等角度进行“零形指称”教学。另外,在分析汉语教材中的语篇衔接练习实例的基础上,论文提出了模仿和改编教材语篇以拓展和创新“零形指称”练习设计的策略。
[Abstract]:"Zero reference" (Zero Reference) refers to the phenomenon that there is an empty space in the position where the reference should appear in the text, that is, the cohesive phenomenon of intangible reference does not use the form of tangible reference. Chinese references include the noun reference (NP), pronoun reference (P) and zero-shape reference (0), in which the occurrence frequency of null reference is the highest. Korean and Chinese are the language with prominent themes, and the use of zero reference in Korean students' Chinese discourse is higher than that of Korean students. Based on the actual composition data collected from Korean students at different stages, this paper explores the errors in the acquisition of "zero reference" and its causes in Korean students' Chinese discourse, and puts forward the teaching strategies of "zero-figurative reference". This paper designs Gestalt perfect questionnaire, corpus hierarchical retrieval and Giv 贸 n regression method. The purpose of this paper is to examine the tendency of the use of "zero reference" in Korean students in the form of data. This paper analyzes the differences in the use of "zero-shaped reference" between Korean students' Chinese discourse and native Chinese discourse, and investigates the continuing value of "zero-shaped reference" in Korean students' writings at various stages. This paper summarizes the acquisition errors of the Chinese narrative corpus "zero reference" of Korean students, and finds out the special phenomenon of its use. This paper summarizes the four types of errors in Korean students' use of "zero reference", and compares the distribution of the four errors in the Chinese discourse of Korean students at the beginning, middle and advanced stages of Korea. The purpose of this paper is to clarify the distribution characteristics and research focus of Korean students' error types. The paper points out that "pronoun reference is universal, zero-shape reference is default" is the main error type of Korean students in the primary and middle stages, and "zero-shape reference is universal, nominal reference is default" is the main bias type of Korean middle and high-level students. There are three main reasons for the deviation of "zero reference" in Korean students: the complexity of the distribution of zero reference text, the negative transfer of native language in Korean discourse grammar, and the negative transfer of native language in Korean discourse grammar. As well as the lack of emphasis on text teaching in the compilation and teaching of Chinese textbooks. Based on this, this paper puts forward the teaching of "zero-figurative reference" from the perspectives of macro-judgment, continuity of "topic chain" and dominance of predicate verbs in the basic law of text distribution of "zero-figurative reference". In addition, on the basis of analyzing the examples of textual cohesion exercises in Chinese textbooks, this paper puts forward the strategies of imitating and adapting the texts of textbooks in order to expand and innovate the practice design of "zero reference".
【学位授予单位】：华侨大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195
，
本文编号：2430448
[Abstract]:"Zero reference" (Zero Reference) refers to the phenomenon that there is an empty space in the position where the reference should appear in the text, that is, the cohesive phenomenon of intangible reference does not use the form of tangible reference. Chinese references include the noun reference (NP), pronoun reference (P) and zero-shape reference (0), in which the occurrence frequency of null reference is the highest. Korean and Chinese are the language with prominent themes, and the use of zero reference in Korean students' Chinese discourse is higher than that of Korean students. Based on the actual composition data collected from Korean students at different stages, this paper explores the errors in the acquisition of "zero reference" and its causes in Korean students' Chinese discourse, and puts forward the teaching strategies of "zero-figurative reference". This paper designs Gestalt perfect questionnaire, corpus hierarchical retrieval and Giv 贸 n regression method. The purpose of this paper is to examine the tendency of the use of "zero reference" in Korean students in the form of data. This paper analyzes the differences in the use of "zero-shaped reference" between Korean students' Chinese discourse and native Chinese discourse, and investigates the continuing value of "zero-shaped reference" in Korean students' writings at various stages. This paper summarizes the acquisition errors of the Chinese narrative corpus "zero reference" of Korean students, and finds out the special phenomenon of its use. This paper summarizes the four types of errors in Korean students' use of "zero reference", and compares the distribution of the four errors in the Chinese discourse of Korean students at the beginning, middle and advanced stages of Korea. The purpose of this paper is to clarify the distribution characteristics and research focus of Korean students' error types. The paper points out that "pronoun reference is universal, zero-shape reference is default" is the main error type of Korean students in the primary and middle stages, and "zero-shape reference is universal, nominal reference is default" is the main bias type of Korean middle and high-level students. There are three main reasons for the deviation of "zero reference" in Korean students: the complexity of the distribution of zero reference text, the negative transfer of native language in Korean discourse grammar, and the negative transfer of native language in Korean discourse grammar. As well as the lack of emphasis on text teaching in the compilation and teaching of Chinese textbooks. Based on this, this paper puts forward the teaching of "zero-figurative reference" from the perspectives of macro-judgment, continuity of "topic chain" and dominance of predicate verbs in the basic law of text distribution of "zero-figurative reference". In addition, on the basis of analyzing the examples of textual cohesion exercises in Chinese textbooks, this paper puts forward the strategies of imitating and adapting the texts of textbooks in order to expand and innovate the practice design of "zero reference".
【学位授予单位】：华侨大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195
，
本文编号：2430448
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