美国留学生汉语能愿动词的习得顺序考察

发布时间：2018-06-25 11:32

本文选题：美国留学生 + 能愿动词　；参考：《南京大学》2012年硕士论文

【摘要】：对外汉语教学中,能愿动词是留学生必须掌握的常用的语法点之一,也是对外汉语教学的难点之一。本文在前人研究的基础上,以美国留学生为研究对象,通过自然语料、测试与调查问卷三种调查方法相结合,重点考察了美国留学生汉语能愿动词的习得顺序。全文共分四章。第一章提出了选题的缘由、理论依据,介绍了前人关于能愿动词与习得顺序的相关研究成果。同时,本章还描述了论文的总体研究设计,包括本文所选定的能愿动词的范围与划分依据,能愿动词的具体义项,本文的研究方法,具体的研究步骤与笔者的预期假设。第二章介绍了基于自然语料所展开的汉语能愿动词的习得顺序研究。本文通过搜集南京大学海外教育学院的美国留学生的八十多万字的书面语料,从中提取出607条有效语料作为考察样本,分为初级、中级、高级三个阶段,分别统计出每个阶段的习得顺序。同时,本文将三个阶段的习得顺序通过SPSS20.0软件进行数据检验,确保数据的有效性与实验的可行性。最后,本文将三个阶段的习得顺序进行综合,得出基于自然语料部分的能愿动词的习得顺序①. 第三章介绍了基于测试与调查问卷所展开的汉语能愿动词的习得顺序研究。本文通过测试的方法,对128名美国留学生进行能愿动词的考察。本文将128名美国留学生分为初级、中级、高级,通过正确率排序得出美国留学生三个阶段能愿动词的习得顺序。通过卡方检测与spearman等级相关分析,得出三个阶段的能愿动词的习得顺序是有效且相关的。最后,本文综合三个阶段习得顺序,得出测试部分的习得顺序②. 本文通过调查问卷的方式,对128名美国留学生对每个能愿动词的难度及在日常生活中使用的频率做了调查。用“数字难度评价”对主观难度进行评价,根据统计结果排出学生主观的能愿动词的难度顺序,记为主观难度顺序③；用频率计数法,统计出学生日常生活中能愿动词的使用频率的高低,根据统计结果排出学生主观能愿动词使用频率的顺序,记为主观使用频率顺序④；通过spearman等级相关系数、肯德尔W系数分析习得顺序①、习得顺序②、主观难度顺序③、主观使用频率④四者之间的联系及区别。第四章阐述了本文的研究结果,分析了影响习得顺序的因素,并对教材中能愿动词的编排提出了建议。本文根据所得数据进行统计检验,综合考虑习得顺序①、习得顺序②、主观难度顺序③、主观使用频率④,得出了相对客观的美国留学生能愿动词的习得顺序,并得出了某些能愿动词的具体义项的习得顺序。此外,本文参照了施家炜的“自然习得顺序变体假说”,提出了能愿动词的习得等级顺序：较易习得、一般习得、较难习得三个等级。在同一个习得等级中,能愿动词的习得顺序有可能受外界因素的影响而变化,但等级之间的顺序是严格的,在低等级出现的能愿动词必然比在高等级出现的能愿动词的习得早。在此基础上,本文从母语背景、难易程度、语言的使用频率、教学活动等四个方面进一步深入分析了影响习得顺序的因素。本文认为,能愿动词的难易程度是影响习得顺序的显性要素。最后,本文选取了四套典型的对外汉语的相关教材,对其能愿动词的编排做了统计与分析。在此基础上,结合本文所得到的能愿动词的习得顺序,提出建议：能愿动词的难易度应与学生的语言能力相匹配；能愿动词的编排要更全面、具体；能愿动词的英文翻译要恰当；教学顺序应当参照能愿动词的习得顺序,这样才能促进留学生更好更快地习得能愿动词。
[Abstract]:In the teaching of Chinese as a foreign language , it is one of the most common grammatical points that students must master and one of the difficulties in the teaching of Chinese as a foreign language . Based on the research of the former , this paper focuses on the study of the order in which American students are willing to learn Chinese .

The full text is divided into four chapters .

The first chapter introduces the origin and theoretical basis of choosing the subject , and introduces the related research results of the former in order to express the verb and acquisition order . At the same time , this chapter also describes the general research design of the thesis , including the scope and division basis of the potential verbs selected in this paper , the concrete meaning of the verb , the research method of this paper , the concrete research steps and the author ' s expected hypothesis .

In the second chapter , the order of acquisition order of the Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese ( Chinese ) - based Chinese ( Chinese - Chinese ) verbs is introduced , and 607 valid corpus is extracted from the written language materials of the American students studying abroad .

In the third chapter , the author introduces the study of the order of the English verbs in Chinese students based on the test and questionnaire . In this paper , 128 American students are divided into three stages : primary , intermediate , and advanced , and the order of acquisition of the verbs in the three stages of American students is obtained by means of the method of test . Through the analysis of the Chi - square test and the correlation analysis , the order of the acquisition order of the three stages can be obtained . Finally , the order of acquisition of the three stages is obtained , and the order of acquisition of the test part is obtained .

This paper makes a survey on the difficulty and the frequency used in daily life of 128 American students by questionnaire . The subjective difficulty is evaluated by the " Digital difficulty assessment " , and the difficulty order of the students ' subjective desire verbs is discharged according to the statistical results , and the order of subjective difficulty is recorded .
The frequency counting method is used to calculate the frequency of the use frequency of the verbs in the daily life of the students , and the order of the frequency of the usage frequency of the verbs of the students can be discharged according to the statistical results , and the order of subjective use frequency is recorded ;
The correlation and difference between the order of acquisition ( 1 ) , the order of acquisition ( 2 ) , the order of subjective difficulty ( 3 ) and the subjective use frequency ( 4 ) were analyzed .

In the fourth chapter , the author analyzes the factors that influence the order of acquisition , and puts forward some suggestions on the arrangement of the potential verbs in the teaching materials . In the same acquisition level , the order of acquisition of the verbs can be changed . In addition , the order between the grades is strict . In the same acquisition level , it is necessary to learn the order of acquisition of verbs . In the same acquisition level , it is necessary to learn the order of acquisition of verbs .

Finally , four typical Chinese teaching materials are selected in this paper , and the arrangement of the verbs can be counted and analyzed . On the basis of this , it is suggested that the difficulty of the verb should be matched with the language ability of the students .
It is more comprehensive and specific to the arrangement of the verb .
May the English translation of the verb be appropriate ;
The order of teaching should refer to the order in which the verbs can be learned so that students can learn more quickly and quickly .
【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】