汉语二语学习者复句习得的中介语对比分析

发布时间：2018-07-28 11:49

【摘要】：本文关注汉语第二语言学习者的汉语复句的使用情况。此前的大部分汉语复句习得研究都从关联词入手,通过关联词(关系标记)从收集的语料或语料库中提取例句,分析学习者复句习得情况,或通过关联词使用情况的问卷调查对学习者的复句习得进行考察。大部分研究一般针对某一类复句,并根据关联词的不同确定下位句式,推断习得顺序。大部分研究对未使用关系标记的复句的习得缺少关注,也少有研究者将学习者的使用情况和汉语母语者的使用情况进行对比。本文是一个基于语料统计的汉语二语学习者复句习得研究。本研究采用中介语对比分析方法,通过对现代汉语研究语料库中书面语随机抽样,逐句统计,了解现代汉语复句的分布。通过对现代汉语中介语语料库和HSK动态作文语料库中的语篇进行随机抽样,逐句统计,了解英语和日语母语背景的学习者复句使用的情况,并将两种不同母语背景及中介语和现代汉语的情况进行对比。本文通过统计分析,发现现代汉语复句在关系标记的使用上存在明显的倾向性,存在有标强势复句和无标强势复句。无标强势复句的关系标记不丰富而有标强势复句关系标记丰富。两类复句都有高频关系标记,关系标记使用上也都倾向于单用。日语背景和英语背景学习者中介语中复句使用情况既有共性又有差异,笔者认为这一情况一方面是由于中介语系统存在共性,另一方面又受到不同母语的影响,存在差异。文章还尝试从标记理论角度分析学习者在假设、因果、目的三类无标强势复句意合法使用上出现困难的原因,认为除了受到意合法在目的语中普遍使用的影响,还有这几类复句在目的语中使用频率的影响。笔者强调语言点在目的语中使用频率在从标记理论角度预测习得难点过程中不可忽视的作用,并推断其他以形合法为主的语言背景的学习者在学习汉语复句时也可能有类似困难。基于研究数据,我们认为大纲、教材编写和教学中应该重视真实反映各类复句、关系标记的使用频率,区分有标强势复句和无标强势复句,有意识的进行形合法及意合法的教学,以提高教学效率及准确性。此外也要注意低频无标强势复句意合法使用的教学,帮助学习者克服学习难点。
[Abstract]:This paper focuses on the use of Chinese complex sentences by Chinese second language learners. Most of the previous studies of Chinese complex sentence acquisition began with relevance words, and analyzed learners' acquisition of complex sentences by extracting sample sentences from the collected data or corpus through relational words (relational markers). Or the learners' acquisition of complex sentences is investigated by the questionnaire on the use of related words. Most of the studies focus on some complex sentences and determine the order of acquisition according to the different relative words. Most studies do not pay attention to the acquisition of complex sentences without using relational markers, and few researchers compare the use of learners with those of native speakers. This paper is a corpus-based study on the acquisition of complex sentences by Chinese second language learners. The present study adopts the method of interlanguage contrastive analysis to understand the distribution of complex sentences in modern Chinese through random sampling of written language in the modern Chinese research corpus and sentence by sentence statistics. Through random sampling of texts in modern Chinese interlanguage corpus and HSK dynamic composition corpus, the use of complex sentences in English and Japanese native language background learners is studied by sentence statistics. Two different native language backgrounds and interlanguage and modern Chinese are compared. Through statistical analysis, it is found that the use of relational markers in modern Chinese complex sentences has obvious tendency, and there are marked strong complex sentences and unmarked strong complex sentences. The relation marks of the unmarked strong complex sentences are not rich, but the marked strong complex sentences are rich. Both types of complex sentences have high frequency correlation markers, and the use of relation markers tends to be singly used. There are similarities and differences in the use of complex sentences between Japanese and English background learners. On the one hand, the author believes that this situation is due to the common features of the interlanguage system, on the other hand, it is influenced by different mother tongue. The paper also attempts to analyze the reasons for learners' difficulties in the use of semantic meaning in three categories of unmarked strong complex sentences from the perspective of Markedness Theory, and considers that it is not only influenced by the widespread use of meaning legitimacy in the target language, but also by the widespread use of meaning legitimacy in the target language. There is also the influence of the frequency of the use of these complex sentences in the target language. The author emphasizes that the use of frequency in the target language can not be ignored in the prediction of acquisition difficulties from the perspective of Markedness Theory. It is inferred that other language learners with formal background may have similar difficulties in learning Chinese complex sentences. Based on the research data, we think that in the syllabus, textbook compilation and teaching, attention should be paid to the true reflection of all kinds of complex sentences, the frequency of the use of relational markers, and the distinction between marked strong complex sentences and unmarked strong complex sentences. Consciously carry out formal and intentional teaching to improve teaching efficiency and accuracy. In addition, we should pay attention to the teaching of low frequency and no standard strong complex sentences to help learners overcome their learning difficulties.
【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】：H195.3

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