日本留学生汉语“是”字句习得顺序研究

发布时间：2018-01-24 17:00

本文关键词： 日本留学生 “是”字句习得顺序习得等级　出处：《西南交通大学》2014年硕士论文　论文类型：学位论文

【摘要】：对外汉语教学中,“是”字句是日本留学生必须掌握的常用语法点之一,也是针对日本留学生汉语教学的难点之一。本文在前人研究的基础上,以HSK动态作文语料库中日本留学生的“是”字句为研究语料,通过两种习得顺序的构拟方法以及科学的统计学验证方法,重点考察日本留学生汉语“是”字句的习得顺序。全文共分三章。第一章提出了选题的缘由以及理论依据,介绍了国内外学者关于“是”字句与习得顺序的相关研究成果。同时,本章确定了本文“是”字句的划分依据和研究范围,描述了本文的研究方法和研究步骤。第二章介绍了基于中介语语料库的“是”字句的习得顺序的研究。本文从100万字的中介语语料库中筛选出24495条有效语料,细分为八种下位句式,并分别采用“正确使用相对频率法”和“正确使用率法”对“是”字句的习得顺序进行构拟。同时,采用卡方检验和斯皮尔曼等级相关系数对本文的数据进行检验,确保数据的有效性和科学性。从“使用率”和“正确率”出发,得出日本留学生“是”字句的习得顺序。最后,以语料的偏误分析为基础探讨影响习得顺序的因素。第三章选取了四套典型的对外汉语教材,对其中“是”字句的编排顺序和复现率做了统计和分析。在此基础上,结合本文构拟出的“是”字句的习得顺序,对教材编排和教学提出建议：根据日本留学生各类语法项目的自然习得顺序,专门编辑一套针对日本留学生的对外汉语教材；编辑教材亦需考虑语法项目在教材中的复现率对日本留学生的习得顺序的影响；编排对应练习题削弱目的语负迁移带来的不良影响；教师应尽量根据客观的习得顺序来教授日本留学生的“是”字句；教师可适当增加某句式的输入量和输入频率以减轻其习得难度；教师应注意学习者母语、目的语负迁移对习得的不良影响。
[Abstract]:In the teaching of Chinese as a foreign language, the word "is" is one of the common grammatical points that Japanese students must master, and is also one of the difficulties in the teaching of Chinese for Japanese students. Taking the "is" sentence of Japanese students in the HSK dynamic composition corpus as the research corpus, the two methods of structuring the acquisition sequence and the scientific statistical verification method are used. Focus on the Japanese students in the acquisition of Chinese "is" sentence acquisition order. The full text is divided into three chapters. The first chapter puts forward the reason and theoretical basis of the topic, introduces the domestic and foreign scholars on the word "is" and the acquisition order of the relevant research. At the same time. This chapter defines the division and scope of the "is" sentence, and describes the research methods and steps. The second chapter introduces the study of the acquisition order of "is" sentences based on interlanguage corpus. This paper selects 24495 valid data from the interlanguage corpus of 1 million words and subdivides them into eight subordinate sentence patterns. And "correct use of relative frequency method" and "correct utilization rate method" are used to construct the acquisition order of "is" sentence. At the same time. Using chi-square test and Spelman grade correlation coefficient to test the data in this paper, to ensure the validity and scientific nature of the data, starting from the "utilization rate" and "correct rate". Finally, based on the error analysis of the corpus, the factors affecting the acquisition order are discussed. The third chapter selects four sets of typical teaching materials for Chinese as a foreign language, and makes statistics and analysis on the arrangement order and repetition rate of the "is" sentence. On this basis, combined with the acquisition order of the "is" sentence proposed in this paper. Suggestions on the arrangement and teaching of teaching materials are put forward: according to the natural acquisition sequence of various grammar items for Japanese students, a set of textbooks for Japanese students to learn Chinese as a foreign language is specially edited; The influence of repetition rate of grammar items on the acquisition order of Japanese students should also be considered in editing textbooks. The arrangement of corresponding exercises weakens the negative transfer of the target language; Teachers should try their best to teach Japanese students the "yes" sentence according to the objective acquisition order; The teacher can increase the input quantity and input frequency of a sentence pattern to reduce its acquisition difficulty; Teachers should pay attention to the negative effects of target language negative transfer on acquisition.
【学位授予单位】：西南交通大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

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