留学生汉语动词带宾语能力习得情况研究

发布时间：2018-05-29 00:43

本文选题：汉语习得 + HSK甲级词表　；参考：《南京大学》2012年硕士论文

【摘要】：本文主要研究了留学生习得动词带宾语能力这一语言点的情况。文章以《《HSK大纲》甲级词表作为考察和研究的范围,从留学生的习得情况、影响习得的因素以及现有的教材编排是否有助于此问题的习得等方面进行了全方位的研究。本文首先对《《HSK大纲》进行了静态考察,确定了研究范围。在此基础上,笔者通过问卷调查的形式,对留学生的习得情况进行了研究。并运用SPSS软件,对问卷调查的结果做出了比较科学和全面的分析。再与日常收集的语料加以结合,较为系统地分析了留学生的母语和学习时间长短对此习得情况的影响,并提出相关教学策略。针对留学生习得的情况,笔者比较考察了两本典型的对外汉语教材——《汉语教程》(修行本)和《新实用汉语教材》,对其如何编排动词带宾语能力这个语法项目进行了对比分析,并做出相关评价和建议。基于此,本文的研究主要分为以下三部分,每部分的研究角度不尽相同,内容上互相衔接又各有侧重。具体情况如下：第一部分从静态角度对HSK甲级动词的带宾语能力进行分析。首先对本文考察的动词范围做了界定和规范,然后将动词按照其带宾语能力分为三类：粘宾动词、可宾动词和无宾动词。通过数据分析,可宾动词的数量最多,无宾动词和粘宾动词的数量差距不大。进而笔者总结了每类动词的不同特点,以求对此有更细致的了解。最后笔者考察了动词的音节和带宾语能力之间的关系,发现动词的带宾语能力与音节数量有着密切关系,单音节动词的带宾语能力强于多音节动词。这与前人的研究不谋而合。第二部分笔者通过问卷调查和日常语料收集,从第二语言习得的角度考察留学生对于HSK甲级动词带宾语能力的习得情况。问卷结果显示,留学生对这三类动词的习得情况是有差异的。从整体结果上来看,留学生对于可宾动词的习得情况好于无宾动词和粘宾动词,尤其是粘宾动词的习得情况比较差。从对单个动词的分析结果上来看,留学生对于较简单的、较早教授的、操练较充分的词语习得情况较好,而较复杂的、较晚教授的、操练比较少的词汇习得情况较差。此外,母语的负迁移和学习时间的长短也会影响他们的习得情况。SPSS软件的细化分析显示：学习时间越长的留学生习得的情况越好,但是其早期形成的部分固有偏误会始终存在。此外,母语不同的留学生对于三种类型动词的习得情况也存在差异。针对以上研究情况,笔者提出相关的教学建议。第三部分则依据留学生的习得情况,比较研究了《汉语教程》(修订本)和《新实用汉语教材》这两套教材是否有助于留学生对此问题的习得。首先,笔者考察了这两套教材是否对于《HSK大纲》词表有较高的覆盖率,以确定其参考价值。其次,细致分析了这两套教材是何处理和编排动词带宾能力这一语言点的,是否有助于留学生的习得。最后,笔者做出了对比分析的结果和建议：两套教材选用的词汇和编排都基本符合HSK甲级大纲的要求。但是两套教材在动词带宾语能力问题的标注上都不够完善和明确,还存在进一步完善的空间。相对而言,《新实用汉语教材》的处理方法更有助于促进习得。在教学过程中,教师在现有教材的框架下还可以加以有益的补充。
[Abstract]:This paper mainly studies the situation of the acquisition of the language point of the verb with the object of the verb with the foreign students. The article takes the <This paper first makes a static survey on the <" and "new practical Chinese textbook >", on how to arrange verbs with object ability. Based on this, the research of this paper is divided into the following three parts: the research angles of each part are different, the content is connected with each other and each has their own emphasis. The specific situation is as follows:
The first part analyzes the ability of the HSK class a verb from the static point of view. First, we define and standardize the verb range investigated in this paper, and then divide the verbs into three categories according to their ability to take the object: the visco verb, the object verb and the non object verb. There is little difference in the number of verbs. Then the author summarizes the different characteristics of each type of verb in order to have a more detailed understanding of it. Finally, the author examines the relationship between the syllables and the ability of the object, and finds that the verb's ability to take object is closely related to the number of syllables, and the ability of the single syllable verb is stronger than the polysyllabic verb. This coincides with previous studies.
The second part, through the questionnaire survey and the daily corpus collection, examines the acquisition of the HSK class a verb with the object ability from the angle of second language acquisition. The results of the questionnaire show that the acquisition of the three types of verbs is different from the foreign students. From the overall results, the acquisition of the object verbs by the foreign students The acquisition of non object verbs and visco verbs, especially the visco verbs, is poor. From the analysis of the results of a single verb, the foreign students have a better acquisition of more simple, earlier professors, more sophisticated words, and more complex, less trained and less trained words. In addition, mother tongue The negative transfer and the length of the learning time also affect their acquisition. The thinning analysis of the.SPSS software shows that the better the learning time is, the better the learning situation is, but the partial misunderstanding of the early formation has always existed. In addition, there are also differences in the acquisition of the three types of verbs by different foreign students in the mother tongue. In view of the above research situation, the author puts forward relevant teaching suggestions.
The third part, based on the acquisition of foreign students, compares and studies whether the two sets of textbooks "Chinese course >" (Revised Edition) and "new practical Chinese textbook >" are helpful for the acquisition of this problem. First, the author examines whether these two sets of textbooks have a higher coverage rate for the " is more helpful to promote the acquisition. In the course of teaching, the teachers can also be supplemented in the framework of the existing textbooks.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】