“不”和“没（有）”的习得研究

发布时间：2018-07-23 14:07

【摘要】：在第二语言习得的过程中，否定句的习得是语法习得方面的一个主要内容。构成否定句常常需要否定词，“不”和“没（有）”是现代汉语中最常用的、也是最重要的两个否定副词。汉语中由“不”或“没（有）”构成的否定句比较复杂，对此的研究也比较多。“不”和“没（有）”的使用涉及多种语言因素，因此对它们的探讨也不能仅仅停留在句法层面，而应对隐含在其中的语义和语用功能进行探讨和分析。研究所用的语料以对外汉语教材《桥梁—实用汉语中级教程》为主，分析“不”和“没（有）”与动词或动词性结构、形容词或形容词性结构搭配上的限制规则及其分布位置，并把二者进行比较，分析二者的共性和个性，重点探讨了“不”和“没（有）”的语义特征，认为二者在主观与客观、静态与动态、惯性和暂时性、实现和非实现方面具有不同的表达特点，，同时也在二者涉及的时体方面进行比较，从否定范围和否定焦点方面探究“不”和“没（有）”在语用认知方面的差异。另外，以调查问卷掌握学习者在使用“不”和“没（有）”时的习得情况，根据调查结果进行分析，按照偏误率由低到高的顺序总结出偏误的类型，在此基础上总结出偏误的原因，这些偏误原因主要包括母语负迁移、目的语泛化、教材和练习设计不足以及学习者自身的因素，针对出现的偏误情况，产生的偏误原因，探究改进否定副词“不”和“没（有）”的教学方法，提出一些教学建议。
[Abstract]:In the process of second language acquisition, the acquisition of negative sentences is one of the main aspects of grammar acquisition. Negative words are often required to form negative sentences, and "no" and "no (you)" are the two most commonly used and most important negative adverbs in modern Chinese. In Chinese, the negative sentences composed of "Bu" or "Nou (you)" are more complicated, and there are more researches on this. The use of "no" and "no (have)" involves many linguistic factors, so the discussion of them should not be confined to syntactic level, but the semantic and pragmatic functions implied in them should be explored and analyzed. The corpus used in the study is mainly "Bridge-practical Chinese Intermediate course", an analysis of the restrictive rules and their distribution in the collocation of "no" and "no (you)" with verb or verb structure, adjective or adjective structure, etc. By comparing them and analyzing their commonness and individuality, this paper mainly discusses the semantic characteristics of "no" and "no (have)", and thinks that they are subjective and objective, static and dynamic, inertia and temporary. The realization and non-realization have different expressive characteristics. At the same time, they are compared in the aspect of tense and aspect, and the differences between "no" and "no" in pragmatic cognition are explored from the aspects of negative scope and negative focus. In addition, using the questionnaire to master the learners' acquisition of "no" and "no (have)", according to the results of the survey, the types of errors were summarized according to the order of error rate from low to high. On this basis, the causes of errors are summarized, which include negative transfer of mother tongue, generalization of target language, inadequate design of textbooks and exercises, factors of learners themselves, and the causes of errors caused by the occurrence of errors, such as negative transfer of mother tongue, generalization of target language, inadequate design of textbooks and exercises, and factors of learners themselves. This paper explores and improves the teaching methods of negative adverbs "no" and "no (have)", and puts forward some teaching suggestions.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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