中级汉语学习者“把”字句和双宾句的句法启动效应实验研究

发布时间：2018-08-22 07:22

【摘要】：汉语同义句式的转换,对于汉语母语者而言是一种完全自动化的过程,而对于汉语作为第二语言的学习者则较艰难。因此,我们需要观察学习者针对同一语义的不同句式的产出情况并对其进行具体分析,以改善教学效果。句法启动是一种观察句法产出的手段,也是一种重要的语言现象。句法启动研究对推进语言产出与理解及第二语言教学与习得研究均具有重要意义。本文主要介绍了句法启动的研究现状,对启动效应的心理机制及其意义进行系统地阐述,并对其得出的结论进行分析;介绍了句法启动实验的基本逻辑和几种最常用到的研究范式;阐述了目前"把"字句和双宾句的语义特点、习得和教学的研究情况。基于前人研究的理论成果,立足于汉语中"把"字句、双宾句教学的实际需要,对中级汉语学习者的句法启动效应进行实验研究。我们将安徽大学国际教育学院的中级水平的汉语学习者作为实验对象,并将其分为两组,以汉语中的"把"字句和双宾句为主要实验内容,分别进行了无图片组与有图片组的句法启动实验,再将实验结果运用SPSS软件进行统计分析,并与被试进行访谈及个别访谈,得出以下结论:第一,对于中级汉语学习者,"把"字句和双宾句都存在句法启动效应,即更倾向于产出与启动句式相一致的句子。第二,图片的引入对于句法启动效应有着积极的影响,即能够增强句法启动效应。在实验中引入图片后,启动量明显增加。第三,"把"字句的习得对于直观性材料的使用更为敏感。从双因素方差分析的结果中不难看出,组别条件主效应显著,组别、启动条件的交互效应显著,且引入图片后"把"字句的启动效应明显增强。我们从以上结论中得到了一些关于汉语课堂教学和教材编写方面的启示。论文共分为五章:第一章绪论,介绍了本文的研究目的,研究意义及研究方法。第二章研究综述,介绍了句法启动的研究现状,说明了句法启动研究的基本逻辑和几种常见的研究范式,也介绍了 "把"字句和双宾句的特点和习得情况,最后对前人研究贡献进行了总结与评价。第三章实验研究,根据前测成绩,选取24位安徽大学国际教育学院中级班学生作为实验对象,进行了有图片组和无图片组句法启动实验。运用SPSS软件对数据进行了整理,运用配对样本t检验、双因素方差分析、事后简单效应检验对数据进行比较分析。实验后与被试进行相关访谈。对被试产出的句式所出现的偏误也运用VP壳、谓词移动和渗透理论进行了分析,同时结合功能层级的共性和语言库藏的差异进行了探讨,最后解释了实验结果背后的原因,并总结了本次研究的理论意义。第四章探讨了本文的实验对于汉语课堂教学和教材编写的启示。我们应将句法启动研究运用于教学中去,重视语言对比,有针对性地实施教学计划,充分发挥直观性材料对教学和教材的作用。第五章结语,对本文的结论进行概括,总结本研究的创新点,也介绍了今后的研究方向。
[Abstract]:The conversion of Chinese synonymous sentences is a completely automatic process for Chinese native speakers, but it is difficult for Chinese learners as a second language. Therefore, we need to observe and analyze the output of different sentence patterns with the same meaning in order to improve the teaching effect. The study of syntactic priming is of great significance in promoting language production and comprehension as well as in teaching and acquisition of second language. The conclusion is analyzed, the basic logic of syntactic priming experiment and several research paradigms are introduced, and the semantic characteristics, acquisition and teaching of Ba-sentences and double-object sentences are expounded. In this paper, the syntactic priming effect of Chinese learners at intermediate level in the School of International Education of Anhui University is studied experimentally. The results of statistical analysis with SPSS software, interviews with subjects and individual interviews show that: firstly, for intermediate Chinese learners, "ba" sentences and double object sentences have syntactic priming effect, that is, they tend to produce sentences consistent with the priming pattern. Secondly, the introduction of pictures has a positive effect on syntactic priming. Third, the acquisition of "ba" sentences is more sensitive to the use of intuitive materials. From the results of two-way ANOVA, it is not difficult to see that the main effect of group conditions is significant, and the interaction between group and priming conditions is significant. The paper is divided into five chapters: Chapter 1 is an introduction, which introduces the purpose of this study, the significance of research and research methods. Chapter 2 is a summary of the research on syntactic priming. The basic logic of syntactic priming research and several common research paradigms are also introduced. The characteristics and acquisition of "ba" and double object sentences are also introduced. Finally, the contributions of predecessors are summarized and evaluated. The experiment of syntactic priming with and without pictures was carried out. The data were sorted out by SPSS software. The data were compared and analyzed by paired sample t-test, two-factor variance analysis and simple effect test after the experiment. The theory of penetration is analyzed, and the generality of functional hierarchy and the difference of language storage are discussed. Finally, the reasons behind the experimental results are explained and the theoretical significance of this study is summarized. In teaching, we should pay attention to language contrast, implement teaching plan and give full play to the role of intuitive materials in teaching and teaching materials. Chapter five is the conclusion of this paper, summarizes the innovation of this study, and introduces the future research direction.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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