汉语水平和母语背景对二语学习者汉语量词习得的影响研究
发布时间：2021-07-30 07:23
近年来,越来越多的二语习得研究者开始关注汉语作为二语（CSL）的习得研究。虽然已有大量关于汉语量词特征、汉语母语习得和汉语二语习得的研究成果,但鲜有研究关注语言水平和母语背景在量词习得中的作用。有鉴于此,本研究旨在调查汉语水平和母语背景对汉语量词习得的影响。具体关注量词结构习得、量词语义习得和量词综合运用。参与本研究的受试共120名,英语和老挝语背景各60名,他们按照语言水平被划分为初、中、高三个语言水平组。40名汉语本族语者作为对照组也参加了研究。本研究使用的数据收集工具包括语法判断任务、描写任务和写作任务,分别收集学习者量词结构语法判断数据、量词语义限制习得数据和量词综合运用数据。研究发现,汉语水平与量词结构习得关系紧密。汉语学习者对指量结构和不定量结构的语法判断成绩随语言水平提高而提高。数据表明,他们较早习得数量名结构,但未能习得形容词插入结构。汉语水平对数量名结构和形容词插入结构的影响不明显,形容词插入结构的习得与学习者汉语水平不相称。老挝语和英语组对四个结构的判断不存在显著差异。换言之,学习者对量词结构的语法判断并未因母语背景的不同而体现出显著差异,表明母语背景并未对量词结构...
【文章来源】：山东大学山东省 211工程院校 985工程院校 教育部直属院校
【文章页数】：249 页
【学位级别】：博士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose and Method of the Study
1.4 Significance of the Study
1.5 Organization of the Dissertation
Chapter Two Literature Review
2.1 Introduction
2.2 Classifiers in Chinese Language
2.2.1 Definitions of Chinese Classifiers
2.2.2 Classification of Chinese Classifiers
2.2.3 Working Definition of Classifiers in the Study
2.3 Properties of Chinese Classifiers
2.3.1 Syntactic Properties of Chinese Classifiers
2.3.2 Semantic Properties of Chinese Classifiers
2.3.3 Pragmatic Properties of Chinese Classifiers
2.4 Studies on L1 Acquisition of Chinese Classifiers
2.4.1 Studies on the Acquisition Order of Chinese Classifiers
2.4.2 Studies on the Acquisition of Different Types of Chinese Classifiers
2.5 Studies on L2 Acquisition of Chinese Classifiers
2.5.1 Studies on Classifier Errors
2.5.2 Studies on the Effect Factors for Acquisition of Chinese Classifiers
2.5.3 Studies on the Effect of Chinese Proficiency and LI Background
2.6 Classifiers in Lao and Quantifying Constructions in English
2.7 Research Gaps and Research Questions
2.8 Chapter Summary
Chapter Three Methodology
3.1 Introduction
3.2 Participants
3.3 Sources of Data
3.3.1 Judgment Task
3.3.2 Description Task
3.3.3 Writing Task
3.4 Data Collection
3.4.1 Selecting and Grouping Participants
3.4.2 Conducting the Pilot Study
3.4.3 Conducting the Main Study
3.5 Data Analysis
3.5.1 Coding and Scoring for Judgment Task
3.5.2 Coding and Scoring for Description Task
3.5.3 Coding and Scoring for Writing Task
3.5.4 Statistical Treatment of the Data
3.6 Chapter Summary
Chapter Four The Acquisition of Classifier Constructions
4.1 Introduction
4.2 Acquisition of Classifier Constructions at Different Proficiency Levels
4.2.1 Acquisition of Classifier Constructions at Low Level
4.2.2 Acquisition of Classifier Constructions at Intermediate Level
4.2.3 Acquisition of Classifier Constructions at High Level
4.2.4 Cross-Level Patterns and Discrepancies
4.3 Acquisition of Classifier Constructions with Different L1 Backgrounds
4.3.1 Acquisition of Classifier Constructions by the English Group
4.3.2 Acquisition of Classifier Constructions by the Lao Group
4.3.3 Between-Group Similarities and Differences
4.4 Effects of Classifier Type on the Acquisition of Classifier Constructions
4.5 Interaction of Classifier Constructions, Proficiency, and Classifier Type
4.6 Chapter Summary
Chapter Five The Acquisition of Semantic Constraints
5.1 Introduction
5.2 Acquisition of Semantic Constraints at Different Proficiency Levels
5.2.1 Acquisition of Semantic Constraints at Low Level
5.2.2 Acquisition of Semantic Constraints at Intermediate Level
5.2.3 Acquisition of Semantic Constraints at High Level
5.2.4 Cross-Level Patterns and Discrepancies
5.3 Acquisition of Semantic Constraints with Different L1 Backgrounds
5.3.1 Acquisition of Semantic Constraints by the English Group
5.3.2 Acquisition of Semantic Constraints by the Lao Group
5.3.3 Between-Group Similarities and Differences
5.4 Effect of Semantic Categories on the Acquisition of Semantic Constraints
5.5 Chapter Summary
Chapter Six The Integrative Use of Chinese Classifiers
6.1 Introduction
6.2 Use of Classifiers at Different Proficiency Levels
6.2.1 Use of Classifiers at Low Level
6.2.2 Use of Classifiers at Intermediate Level
6.2.3 Use of Classifiers at High Level
6.2.4 Cross-Level Patterns and Discrepancies on Classifiers Use
6.3 Use of Classifiers with Different L1 Backgrounds
6.3.1 Use of Classifiers by the English Group
6.3.2 Use of Classifiers by the Lao Group
6.3.3 Between-Group Similarities and Differences
6.4 Misuse and Overuse of Chinese Classifiers
6.4.1 Misuse of Classifier Constructions
6.4.2 Misuse of Classifier-Noun Pairing
6.4.3 Overuse of the General Classifier ge
6.5 Chapter Summary
Chapter Seven Discussion
7.1 Introduction
7.2 Earlier Acquisition of the Numeral Construction
7.3 Failed Acquisition of the Adjective Insertion Construction
7.4 Interactive Effects of Chinese Proficiency and Classifier Type
7.5 Earlier Acquisition of zhi, zhang, and liang
7.6 Difficulties in Acquiring the Semantic Transparency of Classifiers
7.7 Overregularization of the General Classifier ge
7.8 Better Performance of Lao CSL Learners
7.9 Asymmetrical Nature of the Acquisition of Chinese Classifiers
7.9.1 Asymmetry in L2 Proficiency and the Acquisition of Chinese Classifiers
7.9.2 Asymmetry in Acquisition of Constructions and Semantic Constraints
7.9.3 Asymmetry in Use of ge and Use of Specific Classifiers
7.10 Toward a Model of L2 Acquisition of Chinese Classifiers
7.11 Chapter Summary
Chapter Eight Conclusion
8.1 Summary of the Study
8.2 Pedagogical Implications for CSL Instructions
8.2.1 Applying Classification of Classifiers Oriented to CSL Learners
8.2.2 Monitoring the Use of ge
8.2.3 Paying Close Attention to the Effect of L1 Background
8.2.4 Emphasizing the Teaching of Classifier-Noun Pairing of Classifiers
8.2.5 Recognizing the Significance of "Classifier Errors"
8.3 Limitations of the Study
8.4 Suggestions for Future Studies
8.5 Concluding Remarks
References
Appendix Ⅰ:Personal Information Questionnaire
Appendix Ⅱ:A Test of Chinese Grammar
Appendix Ⅲ:Acceptance Judgment Task
Appendix Ⅳ:The Description Task
Appendix Ⅴ:The Writing Task
Acknowledgements
Publications
学位论文评阅及答辩情况表
【参考文献】：
期刊论文
[1]汉语作为第二语言/外语教学法研究四十年之拾穗[J]. 吴勇毅. 国际汉语教育(中英文). 2018(04)
[2]汉语作为第二语言的习得研究四十年[J]. 赵杨. 国际汉语教育(中英文). 2018(04)
[3]二语水平和量词类型对汉语量词结构习得的影响[J]. 张广勇,王俊菊. 现代外语. 2019(01)
[4]英语母语者习得汉语有定性表达手段的研究[J]. 吴庄. 语言教学与研究. 2017(06)
[5]读后续写任务在汉语二语量词学习中的效应[J]. 洪炜,石薇. 现代外语. 2016(06)
[6]汉语关系从句与指量词的位序:二语产出视角[J]. 吴芙芸,吕骏. 汉语学习. 2016(04)
[7]“读后续写”练习对汉语名量词促学促用效果研究[J]. 郝红艳. 广东外语外贸大学学报. 2015(06)
[8]分类词与量词的区分——以台湾地区华语为例[J]. 何万顺,林昆翰. 汉语学报. 2015(04)
[9]汉语教材的“国别化”问题探讨[J]. 李泉. 世界汉语教学. 2015(04)
[10]英语母语学习者对汉语心理动词的习得研究[J]. 赵静,王同顺,叶李贝贝. 世界汉语教学. 2015(04)
博士论文
[1]汉藏语数量名结构语序研究[D]. 黄平.中央民族大学 2012
硕士论文
[1]英语背景留学生与泰语背景留学生汉语量词习得偏误比较及教学策略研究[D]. 张曼.华中师范大学 2016
[2]老挝学生汉语常用名量词习得偏误分析[D]. 苏达琳（SUDALIN LIWLEE）.广西民族大学 2013
[3]英美留学生汉语量词习得偏误分析[D]. 罗申偲.华中师范大学 2013
[4]泰国学生汉语量词使用的偏误分析[D]. 贺华.重庆师范大学 2013
[5]越南学生学习汉语名量词的偏误分析[D]. 阮文鼎.上海师范大学 2012
本文编号：3310979
【文章来源】：山东大学山东省 211工程院校 985工程院校 教育部直属院校
【文章页数】：249 页
【学位级别】：博士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose and Method of the Study
1.4 Significance of the Study
1.5 Organization of the Dissertation
Chapter Two Literature Review
2.1 Introduction
2.2 Classifiers in Chinese Language
2.2.1 Definitions of Chinese Classifiers
2.2.2 Classification of Chinese Classifiers
2.2.3 Working Definition of Classifiers in the Study
2.3 Properties of Chinese Classifiers
2.3.1 Syntactic Properties of Chinese Classifiers
2.3.2 Semantic Properties of Chinese Classifiers
2.3.3 Pragmatic Properties of Chinese Classifiers
2.4 Studies on L1 Acquisition of Chinese Classifiers
2.4.1 Studies on the Acquisition Order of Chinese Classifiers
2.4.2 Studies on the Acquisition of Different Types of Chinese Classifiers
2.5 Studies on L2 Acquisition of Chinese Classifiers
2.5.1 Studies on Classifier Errors
2.5.2 Studies on the Effect Factors for Acquisition of Chinese Classifiers
2.5.3 Studies on the Effect of Chinese Proficiency and LI Background
2.6 Classifiers in Lao and Quantifying Constructions in English
2.7 Research Gaps and Research Questions
2.8 Chapter Summary
Chapter Three Methodology
3.1 Introduction
3.2 Participants
3.3 Sources of Data
3.3.1 Judgment Task
3.3.2 Description Task
3.3.3 Writing Task
3.4 Data Collection
3.4.1 Selecting and Grouping Participants
3.4.2 Conducting the Pilot Study
3.4.3 Conducting the Main Study
3.5 Data Analysis
3.5.1 Coding and Scoring for Judgment Task
3.5.2 Coding and Scoring for Description Task
3.5.3 Coding and Scoring for Writing Task
3.5.4 Statistical Treatment of the Data
3.6 Chapter Summary
Chapter Four The Acquisition of Classifier Constructions
4.1 Introduction
4.2 Acquisition of Classifier Constructions at Different Proficiency Levels
4.2.1 Acquisition of Classifier Constructions at Low Level
4.2.2 Acquisition of Classifier Constructions at Intermediate Level
4.2.3 Acquisition of Classifier Constructions at High Level
4.2.4 Cross-Level Patterns and Discrepancies
4.3 Acquisition of Classifier Constructions with Different L1 Backgrounds
4.3.1 Acquisition of Classifier Constructions by the English Group
4.3.2 Acquisition of Classifier Constructions by the Lao Group
4.3.3 Between-Group Similarities and Differences
4.4 Effects of Classifier Type on the Acquisition of Classifier Constructions
4.5 Interaction of Classifier Constructions, Proficiency, and Classifier Type
4.6 Chapter Summary
Chapter Five The Acquisition of Semantic Constraints
5.1 Introduction
5.2 Acquisition of Semantic Constraints at Different Proficiency Levels
5.2.1 Acquisition of Semantic Constraints at Low Level
5.2.2 Acquisition of Semantic Constraints at Intermediate Level
5.2.3 Acquisition of Semantic Constraints at High Level
5.2.4 Cross-Level Patterns and Discrepancies
5.3 Acquisition of Semantic Constraints with Different L1 Backgrounds
5.3.1 Acquisition of Semantic Constraints by the English Group
5.3.2 Acquisition of Semantic Constraints by the Lao Group
5.3.3 Between-Group Similarities and Differences
5.4 Effect of Semantic Categories on the Acquisition of Semantic Constraints
5.5 Chapter Summary
Chapter Six The Integrative Use of Chinese Classifiers
6.1 Introduction
6.2 Use of Classifiers at Different Proficiency Levels
6.2.1 Use of Classifiers at Low Level
6.2.2 Use of Classifiers at Intermediate Level
6.2.3 Use of Classifiers at High Level
6.2.4 Cross-Level Patterns and Discrepancies on Classifiers Use
6.3 Use of Classifiers with Different L1 Backgrounds
6.3.1 Use of Classifiers by the English Group
6.3.2 Use of Classifiers by the Lao Group
6.3.3 Between-Group Similarities and Differences
6.4 Misuse and Overuse of Chinese Classifiers
6.4.1 Misuse of Classifier Constructions
6.4.2 Misuse of Classifier-Noun Pairing
6.4.3 Overuse of the General Classifier ge
6.5 Chapter Summary
Chapter Seven Discussion
7.1 Introduction
7.2 Earlier Acquisition of the Numeral Construction
7.3 Failed Acquisition of the Adjective Insertion Construction
7.4 Interactive Effects of Chinese Proficiency and Classifier Type
7.5 Earlier Acquisition of zhi, zhang, and liang
7.6 Difficulties in Acquiring the Semantic Transparency of Classifiers
7.7 Overregularization of the General Classifier ge
7.8 Better Performance of Lao CSL Learners
7.9 Asymmetrical Nature of the Acquisition of Chinese Classifiers
7.9.1 Asymmetry in L2 Proficiency and the Acquisition of Chinese Classifiers
7.9.2 Asymmetry in Acquisition of Constructions and Semantic Constraints
7.9.3 Asymmetry in Use of ge and Use of Specific Classifiers
7.10 Toward a Model of L2 Acquisition of Chinese Classifiers
7.11 Chapter Summary
Chapter Eight Conclusion
8.1 Summary of the Study
8.2 Pedagogical Implications for CSL Instructions
8.2.1 Applying Classification of Classifiers Oriented to CSL Learners
8.2.2 Monitoring the Use of ge
8.2.3 Paying Close Attention to the Effect of L1 Background
8.2.4 Emphasizing the Teaching of Classifier-Noun Pairing of Classifiers
8.2.5 Recognizing the Significance of "Classifier Errors"
8.3 Limitations of the Study
8.4 Suggestions for Future Studies
8.5 Concluding Remarks
References
Appendix Ⅰ:Personal Information Questionnaire
Appendix Ⅱ:A Test of Chinese Grammar
Appendix Ⅲ:Acceptance Judgment Task
Appendix Ⅳ:The Description Task
Appendix Ⅴ:The Writing Task
Acknowledgements
Publications
学位论文评阅及答辩情况表
【参考文献】：
期刊论文
[1]汉语作为第二语言/外语教学法研究四十年之拾穗[J]. 吴勇毅. 国际汉语教育(中英文). 2018(04)
[2]汉语作为第二语言的习得研究四十年[J]. 赵杨. 国际汉语教育(中英文). 2018(04)
[3]二语水平和量词类型对汉语量词结构习得的影响[J]. 张广勇,王俊菊. 现代外语. 2019(01)
[4]英语母语者习得汉语有定性表达手段的研究[J]. 吴庄. 语言教学与研究. 2017(06)
[5]读后续写任务在汉语二语量词学习中的效应[J]. 洪炜,石薇. 现代外语. 2016(06)
[6]汉语关系从句与指量词的位序:二语产出视角[J]. 吴芙芸,吕骏. 汉语学习. 2016(04)
[7]“读后续写”练习对汉语名量词促学促用效果研究[J]. 郝红艳. 广东外语外贸大学学报. 2015(06)
[8]分类词与量词的区分——以台湾地区华语为例[J]. 何万顺,林昆翰. 汉语学报. 2015(04)
[9]汉语教材的“国别化”问题探讨[J]. 李泉. 世界汉语教学. 2015(04)
[10]英语母语学习者对汉语心理动词的习得研究[J]. 赵静,王同顺,叶李贝贝. 世界汉语教学. 2015(04)
博士论文
[1]汉藏语数量名结构语序研究[D]. 黄平.中央民族大学 2012
硕士论文
[1]英语背景留学生与泰语背景留学生汉语量词习得偏误比较及教学策略研究[D]. 张曼.华中师范大学 2016
[2]老挝学生汉语常用名量词习得偏误分析[D]. 苏达琳（SUDALIN LIWLEE）.广西民族大学 2013
[3]英美留学生汉语量词习得偏误分析[D]. 罗申偲.华中师范大学 2013
[4]泰国学生汉语量词使用的偏误分析[D]. 贺华.重庆师范大学 2013
[5]越南学生学习汉语名量词的偏误分析[D]. 阮文鼎.上海师范大学 2012
本文编号：3310979
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