留学生汉语递进复句习得研究

发布时间：2018-07-04 22:56

本文选题：留学生 + 递进复句　；参考：《南京师范大学》2012年硕士论文

【摘要】：结合教学大纲和教材,以“北京语言大学HSK动态作文语料库”为依托,本文将递进复句分为顺向递进复句(含14个下位句式)、让步递进复句(含5个下位句式)和反向递进复句(含3个下位句式)三大类,共有22个下位句式。通过对“北京语言大学HSK动态作文语料库”中留学生递进复句使用率和正确率的分析可得,留学生顺向递进复句的使用频次明显高于反向递进复句和让步递进复句,同时后两者的正确率明显低于顺向递进复句,说明这两种类型的递进复句不易掌握,也恰好证明了其使用频次低的原因。以留学生递进复句使用率和正确率的分析为基础,从不同水平组出发可得各等级水平上留学生的习得顺序具有一致性,在此基础上运用正确使用相对频率法并以彭淑莉(2008)研究习得顺序的方法加以佐证,确立了三种类型递进复句的习得顺序为：顺向递进复句让步递进复句反向递进复句,其中顺向递进复句各句式的习得顺序为：A1A3A6A12A13A2A5A9A8A4A11A14A7A10；让步递进复句各句式的习得顺序为：B3B1B5B2B4,反向递进复句各句式的习得顺序为：ClC2C3。在习得顺序研究的基础上,本文考察了学习者的性别因素和母语背景因素对习得顺序的影响,可知学习者的性别因素对留学生递进复句习得的影响并不显著,母语背景因素对留学生递进复句的习得存在一定的影响。通过韩英学生组递进复句习得情况比较证实了留学生母语背景对递进复句的习得并不产生显著的影响,但母语的不同特征在递进复句的习得过程中则存在迁移作用。综合上文的研究,本文通过对语法等级大纲和教材的考察构拟出了递进复句各下位句式在教材中的编排顺序,即初级为：A1、A2、A3、A5、A6、A12、A13；中级为：A4、A8、A9、A11、B1、B3；高级为：A7、A10、A14、B2、B4、B5、C1、C2、C3。
[Abstract]:Based on the syllabus and teaching materials, the dynamic composition Corpus of HSK of Beijing language and language University is used as the basis. In this paper, progressive complex sentences are divided into three categories: forward progressive complex sentences (including 14 lower sentence patterns), concession progressive complex sentences (including 5 lower sentence patterns) and reverse progressive complex sentences (including 3 lower sentence patterns). There are 22 lower sentence types. Through the analysis of the utilization rate and correct rate of progressive complex sentences in HSK dynamic composition Corpus of Beijing language and language University, it can be concluded that the frequency of using progressive complex sentences is obviously higher than that of reverse progressive complex sentences and conceding progressive complex sentences. At the same time, the correct rate of the latter two sentences is obviously lower than that of the forward progressive complex sentence, which shows that the two types of progressive complex sentences are difficult to master, and it also proves the reason for their low frequency of use. Based on the analysis of the utilization rate and correct rate of progressive complex sentences of foreign students, it is found that the acquisition order of foreign students at different levels is consistent from different levels. On the basis of the correct use of the relative frequency method and the method of Peng Shu-li (2008) to study the acquisition order, the acquisition order of the three types of progressive complex sentences is established as follows: backward progressive complex sentences, backward progressive complex sentences. The acquisition order of each sentence pattern is: A1A3A6A12A13A2A5A9A9A8A4A11A14A7A10, the acquisition order of each sentence pattern of concession progressive complex sentence is: B3B1B5B2B4, the acquisition order of each sentence pattern of reverse progressive complex sentence is: ClC2C3. On the basis of the study of acquisition sequence, this paper examines the influence of the learner's gender and mother tongue background on the acquisition order. It can be concluded that the learner's gender has no significant effect on the acquisition of progressive complex sentences by foreign students. Background factors of mother tongue have a certain influence on the acquisition of progressive complex sentences. By comparing the acquisition of progressive complex sentences in Han Ying student group, it is proved that the background of mother tongue has no significant influence on the acquisition of progressive complex sentences, but the different characteristics of mother tongue play a transfer role in the acquisition of progressive complex sentences. Synthesizing the above research, this paper draws up the arrangement order of the subordinate sentence structure of progressive complex sentence in the teaching material by examining the outline of grammatical grade and the teaching material, namely, the primary level is: 1 / A1 / A2 / A3 / A5 / A6 / A12 / A13; the intermediate is: A4 / A8 / A9A9 / A11B1B3; and the senior is: A7A10 / A14B2B4B5C1 / C2 / C3.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】