十二类常用肯定句的习得顺序考察

发布时间：2018-06-29 02:34

本文选题：十二类肯定句 + 使用频率　；参考：《安徽大学》2012年硕士论文

【摘要】：肯定句在现代汉语的句式系统中占有重要地位,留学生学习汉语首先接触而且接触最多的就是肯定句,施加炜(1998)列出了十二类肯定句,她指出这十二类肯定句是现代汉语典型特殊句式,具有代表性,是对外汉语教学大纲中重要句式。本文以施加炜所列举的十二类肯定句句式作为研究对象,考察留学生这些句式的习得状况与习得顺序。本文从以下几个方面进行：首先,我们考察这十二类肯定句式的语法和语义特征,作为我们研究的基础。其次,分析中国人与留学生使用十二类肯定句式的情况,统计出具体的使用频率,并从高到低进行排序,把中国人的肯定句使用情况与留学生的使用情况作比较。通过比较我们发现二者基本一致,从而得出母语中肯定句句式的使用频率影响留学生肯定句的使用频率,即母语中使用多的,留学生使用得也多；使用少的,留学生使用得也少。再次,以频率调查为基础,我们再进一步探讨使用频率与习得顺序之间的关系。我们希望验证这样一个假设：即使用频率高的句式先习得；反之,后习得。我们研究中介语语料库,统计出这些句式的语料,从初、中、高三个水平层次分析留学生习得肯定句句式的特点,通过分析我们发现,初级水平的留学生能够习得的都是一些使用频率很高,结构简单的基本句式；中级水平的留学生逐步能够习得部分使用频率较高的句式；高级水平的留学生发展使用频率较低的句式；有一些使用频率很低的句式在我们调查的语料中留学生还没有习得。根据分析的结果总结出这十二类肯定句句式的习得顺序,初级：A1、C1、F1；中级：A2、B1；高级：D2、D1、B2；尚未习得：E2、F2、E1、C2。接下来我们探讨制约习得顺序的因素,句式的使用频率与习得顺序有密切的关系,通过二者排序的对照,我们发现使用频率对习得顺序有一种普遍意义上的决定作用,即使用频率越高,越先习得；反之,则后习得。但这种普遍中还包含一些特殊性,这些特殊性无法用使用频率来解释,这说明还有一些特殊因素制约习得顺序,如母语迁移、留学生学习策略以及句式结构的对习得顺序影响。论文得出的基本结论是：使用频度对习得顺序有一种普遍意义上的决定作用,但习得顺序也受一些特殊因素的影响。论文最后考察了杨寄洲主编的《汉语教程》,对其中出现的这十二类肯定句句式的安排顺序进行了统计,并将之与习得顺序相对照,发现这套教材基本覆盖了我们所列举的句式,安排的顺序大体上符合这些句式的习得顺序,并且同一句式的不同用法分散安排,这些都比较科学。但也有一些难度较大的句式安排过于集中,有些使用频度高也易习得的句式教材没有安排,还有一些句式的注释过于简化。这些都是教材中不够科学的地方,对此我们提出了修改意见。
[Abstract]:In this paper , the author points out that the twelve kinds of affirmative sentences are a typical special sentence of modern Chinese , which is representative and is an important sentence in the teaching outline of the outside world .

First of all , we look at the syntax and semantic features of this twelve - class positive sentence as the basis for our research .

Secondly , to analyze the situation of Chinese and overseas students to use twelve positive sentence patterns , the specific usage frequency is calculated , and the use of Chinese people is compared with the use of foreign students from high to low . By comparison , we find that the use frequency of the sentence pattern in the mother tongue affects the use frequency of the students .
fewer students use fewer students .

Again , based on frequency surveys , we further explore the relationship between the use of frequency and acquisition order . We want to validate the assumption that the use of a high - frequency sentence is used first ;
On the contrary , we study the corpus of interlanguage corpus and analyze the corpus of these sentences . From the beginning , middle and high levels , we analyze the characteristics of students ' acquisition of the sentence pattern . Through the analysis , we find that the students at the junior level can learn some basic sentences with high frequency and simple structure .
The students in the intermediate level are able to learn some sentences with higher frequency .
Higher - level students use a low - frequency sentence ;
There are some sentences with very low frequency of use , and the students still haven ' t learned in the corpus of our investigation . Based on the results of the analysis , we summarize the order of acquisition of the sentence patterns of the twelve classes : A1 , C1 , F1 ;
Intermediate level : A2 , B1 ;
Advanced : D2 , D1 , B2 ;
Not learned : E2 , F2 , E1 , C2 .

Then we discuss the factors that restrict the order of acquisition , the use frequency of sentence pattern is closely related to the order of acquisition , and we find that using frequency has a general meaning in the order of acquisition , that is , the higher the frequency of use , the more acquired ;
On the contrary , it has some special characteristics which can not be explained by the frequency of use , which suggests that there are some special factors which restrict the acquisition order , such as the transfer of mother tongue , the learning strategies of students and the effect of sentence structure on acquisition order . The basic conclusion is that the use frequency has a general meaning in the order of acquisition , but the order of acquisition is influenced by some special factors .

In the end of this paper , we make a statistic of the arrangement order of the twelve kinds of positive sentence patterns , and then compare them with the order of acquisition . It is found that the teaching materials basically cover the sentence patterns , the order of the arrangement is basically in conformity with the order of acquisition of these sentences , and the different usages of the same sentence are distributed . These are comparatively scientific . However , there are some more difficult sentences which are too concentrated , and some sentences are too much simplified . These are not enough scientific places in the teaching materials , so we put forward the amendment .
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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