中高级阶段汉语学习者口语语块输出情况考察与分析

发布时间：2018-06-06 13:36

本文选题：语块 + 口语输出　；参考：《复旦大学》2012年硕士论文

【摘要】：自二十世纪八十年代初以来,语块理论成为语言教学研究中的一个重要理论视角。但是在对外汉语界,与语块相关的研究,还仅仅停留在讨论汉语语块分类、功能及其应用价值层面,理论引介和应用探讨居多,实证研究较少。在以往研究成果中,很多学者提到了语块理论对于提高汉语学习者口语输出质量的作用和意义,但却未能对汉语学习者的口语语块输出情况进行具体考察与分析。对此,论文通过语料分析、访谈与对比分析等方法,详细描写和分析了中高级阶段汉语学习者的口语语块,并将其与母语者的口语语块进行了对比。论文通过实证研究发现,中高级阶段汉语学习者的口语语块输出频率普遍低于母语者,其心理语块库存储量以及语块覆盖面明显低于母语者,存在高度使用简单和常见语块的现象。在语块类型方面,中高级阶段汉语学习者对固定日常用语、半固定短语结构和高频搭配这三类较为熟悉,固定熟语类语块掌握欠佳。在语块偏误方面,论文将学习者的常见语块偏误分成了语块误用、生造语块、语块残缺或赘余三类,认为输入质量不佳、母语负迁移、规则泛化、情感屏障和反馈缺失等都有可能造成语块偏误。论文共分为五章：第一章是绪论部分,介绍了该文的写作动机、意义、目的和方法。第二章是文献综述部分,回顾了语块理论的发展以及汉语语块及语块教学方面的相关研究。第三章是理论基础部分,梳理了语块与二语习得、语块的性质和特点,以及语块的类型等基本问题,为下一章的实证研究做好了理论铺垫。第四章是实证研究部分,主要包括语料来源、语料处理方法、访谈设计和初步分析结果。第五章是结语部分,主要总结了论文研究的一些基础结论及其对外汉语教学的一些启发,同时也指出了该研究还存在的几点不足。该论文研究有助于了解汉语学习者的口语语块输出特点与处理机制,研究结论对改进汉语教学和提高教材编写质量具有一定的参考意义。
[Abstract]:Since the beginning of 1980's, chunk theory has become an important theoretical perspective in language teaching research. However, in the field of Chinese as a foreign language, the researches related to lexical chunks only focus on the classification, function and application value of Chinese chunks. The theoretical introduction and application are mostly discussed, but the empirical studies are few. In previous studies, many scholars have mentioned the role and significance of lexical chunk theory in improving the quality of Chinese learners' oral output, but they have failed to make a specific investigation and analysis on the output of Chinese learners' oral chunks. In this paper, by means of corpus analysis, interview and comparative analysis, this paper describes and analyzes the oral chunks of middle and advanced Chinese learners in detail, and compares them with those of native speakers. Through empirical research, it is found that the frequency of oral chunks output by middle and advanced Chinese learners is generally lower than that of native speakers, and the inventory reserves of psychological chunks and the coverage of chunks are significantly lower than those of native speakers. There is a high degree of use of simple and common chunks. In the aspect of chunks, Chinese learners at middle and advanced stage are familiar with the three categories of fixed daily language, semi-fixed phrase structure and high-frequency collocation, and the fixed idiom chunks are not well mastered. In the aspect of lexical errors, the common lexical errors of learners are divided into three categories: the misuse of chunks, the creation of chunks, the incomplete or redundant chunks, and the poor quality of input, negative transfer of mother tongue, and generalization of rules. The emotional barrier and the lack of feedback may cause chunks bias. The thesis is divided into five chapters: The first chapter is the introduction, which introduces the motivation, significance, purpose and method of this paper. Chapter two is a literature review, which reviews the development of lexical theory and the research on Chinese chunks and chunks teaching. The third chapter is the theoretical basis, combing the basic issues of chunks and second language acquisition, the nature and characteristics of chunks, and the types of chunks, which provides a theoretical basis for the empirical research in the next chapter. The fourth chapter is an empirical study, mainly including data sources, data processing methods, interview design and preliminary analysis results. The fifth chapter is the conclusion, mainly summarizes some basic conclusions of the thesis and some inspirations of teaching Chinese as a foreign language, and points out some shortcomings of the study. This paper is helpful to understand the characteristics and processing mechanism of Chinese learners' oral chunks, and the conclusions are helpful to improve the teaching of Chinese and the quality of textbooks.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】