越南留学生“有”字句习得偏误分析

发布时间：2018-06-17 14:20

本文选题：越南留学生 + “有”字句　；参考：《广西师范学院》2012年硕士论文

【摘要】：从《马氏文通》开始国内语言学界在多个方面对汉语“有”字句展开研究，并取得丰硕成果。20世纪80年代，随着鲁健骥先生对偏误分析理论的引进，国内语言学者以新的视角重新认识留学生汉语习得中的偏误问题。本文以偏误分析理论为指导，采用列表法、调查法等方法，对北京语言大学的HSK动态作文语料库和本人通过问卷调查越南留学生使用“有”字句时出现的偏误现象进行对比研究。认识到越南留学生和不分国别的留学生在“有”字句使用上都存在句法成分的冗余、错序、遗漏、替代，，句式选用偏误、“话题-焦点”的偏误及其他偏误。越南留学生和不分国别的留学生相比在“有”字句句法成分的偏误上出现了主语冗余、主语遗漏、谓语遗漏、状语替代。在句式选用偏误和其他偏误方面出现了动词“有”被动词“像”替代、“没有”被替代、语气词“的”遗漏。在话题-焦点方面的偏误上表现为句子焦点信息的偏误。不分国别的留学生在“有”字句句法成分上的偏误表现为主语错序、状语错序、定语遗漏、主语被替代。在句式选用偏误和其他偏误方面存在不该用“有”字句却使用了的偏误、“有”字句与表比较的句式的杂糅、与“被”字句的杂糅、“有”和其他动词并列。在“话题-焦点”方面的偏误表现为存在述题信息弱化的情况。在“有”字句各下位句式偏误率方面越南留学生在“B+A+有”、“A+有+所+VP”、“A+(有+(B)+VP)”、“A+有+B+adj”句式中的偏误率比较高达到44%，其它句式偏误率较低，而不分国别的留学生在“A+有+B”和“有+B”句式中偏误率比较高达到85.6%，其它句式偏误率较低。在谓语动词“有”字遗漏方面越南留学生并不明显，而不分国别的留学生表现的比较明显。越南留学生的偏误特点主要表现在偏误的跨度比较大；偏误具有国别性；偏误具有不平衡性和显隐性。其次归纳了偏误原因，最后对教师教学和学生学习提出了一些建议。本文的不足之处主要是由于语料搜集和问卷调查设计的欠缺，造成对留学生偏误“有”字句的统计不是很全面；越南留学生“有”字句语用研究还有待进一步研究。
[Abstract]:From "Ma Shi Wen Tong", the domestic linguists began to study the Chinese word "you" in many aspects, and achieved fruitful results in the 1980s, with the introduction of error analysis theory by Mr. Lu Jianji. Chinese linguists reunderstand the errors in the acquisition of Chinese by foreign students from a new perspective. Under the guidance of error analysis theory, this paper adopts list method, investigation method and so on. A comparative study was conducted between the HSK dynamic composition corpus of Beijing language and language University and the errors in the use of the word "you" by the Vietnamese foreign students through a questionnaire survey. It is recognized that Vietnamese students and foreign students of all nationalities have redundancy, error order, omission, substitution, sentence choice bias, topic focus error and other errors in the use of the word "you". Compared with the foreign students from different countries, Vietnamese students appear the redundancy of subject, the omission of predicate and the substitution of adverbial in the error of syntactic component of "you" sentence. In the aspect of sentence pattern selection bias and other errors, the verb "have" is replaced by "verb" like "replaced", "not replaced" and "mood word" omission ". The error of topic-focus is the error of sentence focus information. The errors in the syntactic components of the "you" sentence by foreign students from all countries are subject error, adverbial error, attribute omission and subject substitution. There are some errors in the choice of sentence pattern and other errors, such as "you" and "you", the mixture of "you" and table, the mixture of "you" and "Bei", the juxtaposition of "you" and other verbs. The bias in topic-focus is the weakening of topic information. In terms of the error rate of "you" sentence, Vietnamese students in "B A have", "A have VP", "A (have B) VP)", "A have B adj" have a relatively high error rate of 44%, while others have a lower error rate. The error rate of "A with B" and "with B" is 85.60.The error rate of other sentence patterns is lower. The omission of predicate verb "you" is not obvious for Vietnamese students, but it is obvious for students from different countries. The main characteristics of the errors of Vietnamese students are that the errors span is large; the errors are country-specific; the errors are unbalanced and implicit. Secondly, the causes of errors are summarized, and some suggestions for teachers' teaching and students' learning are put forward. The deficiency of this paper is mainly due to the lack of corpus collection and questionnaire survey design, which results in the incomplete statistics of the "you" sentences of foreign students, and the pragmatic study of the "you" sentences of Vietnamese students needs further study.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】