土库曼预科生汉语存现句习得研究

发布时间：2018-10-07 19:10

【摘要】：汉语存现句是一个较为特殊的句式,是留学生较难习得的一个句式,但同时又是一个很重要的句式。本文是以第二语言习得为视角的汉语存现句研究,也是一篇以国别为视角的留学生汉语存现句的习得研究,本文的研究内容为土库曼预科生的汉语存现句的习得情况。在梳理汉语存现句本体研究和第二语言习得研究的基础上,选取华中师范大学19名土库曼预科生为研究对象。根据预科学生的汉语水平,选取了汉语存现句的五个下位句式作为调查句式,包括1：处所词+有+名词；2：处所词+是+名词；3：处所词+动词+着+名词；4：处所词+动词+了+名词；5：处所词+动词+趋向动词+名词,这五个句式为初学汉语者学习和使用到的汉语存现句句式。为了体现土库曼预科生习得汉语存现句的特点,本文还选取了31名华中师范大学初级水平的学生作为对照组,在偏误分析和习得顺序部分与土库曼预科生的汉语存现句习得情况进行了比较。本文通过问卷调查的方法,对土库曼预科生的汉语存现句习得包括对其习得汉语存现句时出现的偏误情况和习得顺序进行研究。本文概括了土库曼预科生习得汉语存现句时出现的偏误类型,分析了出现偏误的原因；用正确使用相对频率法和蕴含量表法分析了土库曼预科生习得汉语存现句的习得顺序,从标记理论、语法点难易程度、语言输入频率以及学习者学习策略四个方面总结了影响土库曼预科生汉语存现句习得顺序的因素。本文选取了四套主流对外汉语教材,对其中的汉语存现句的编排进行了详细的解读,分析了教材中对存现句编排的优点和不足。最后根据上述对土库曼预科生的研究以及教材的编排、教学中的实际情况,对教材编写和教学策略提出了一定的建议。
[Abstract]:Chinese existential sentence is a special sentence pattern, which is difficult for foreign students to acquire, but it is also an important sentence pattern. This paper is a study of Chinese existential sentences from the perspective of second language acquisition, as well as a study of the acquisition of Chinese existential sentences by foreign students from the perspective of different countries. The content of this study is the acquisition of Chinese existential sentences by Turkmen prep students. On the basis of combing the Noumenon of Chinese existential sentences and the study of second language acquisition, 19 Turkmen prep students from Central China normal University were selected as the objects of study. According to the Chinese level of the preparatory students, five lower sentence patterns of the Chinese existential sentence are selected as the investigation sentence, including 1: the locative word has noun / 2: the locative word is a noun / 3: the locative word verb is a noun; 4: the locative verb is noun / noun: the locative verb tends to the verb noun, and these five sentence patterns are the existential sentence patterns used by the beginners in learning and using the Chinese language. In order to reflect the characteristics of Turkmen prep students' acquisition of Chinese existential sentences, 31 primary level students of Central China normal University were selected as the control group. The error analysis and acquisition sequence are compared with the acquisition of Chinese existential sentences by Turkmen prep students. This paper, by means of a questionnaire survey, studies the errors and the acquisition order of the Chinese existential sentence in Turkmen prep students' acquisition, including the error in the acquisition of the Chinese existential sentence. This paper summarizes the types of errors that occur in the acquisition of Chinese existential sentences by Turkmen prep students, analyzes the causes of the errors, and analyzes the acquisition order of Chinese existential sentences in the acquisition of Chinese existential sentences by Turkmen prep students with the correct use of the relative frequency method and the implication scale method. This paper summarizes the factors that affect the order of Chinese existential sentence acquisition of Turkmen prep students from the aspects of marker theory, the degree of difficulty of grammar points, the frequency of language input and learners' learning strategies. This paper selects four sets of mainstream textbooks for Chinese as a foreign language, analyzes the advantages and disadvantages of the arrangement of existential sentences in the textbooks. Finally, according to the above research on Turkmen preparatory students, the arrangement of teaching materials and the actual situation in teaching, some suggestions are put forward for the compilation of textbooks and teaching strategies.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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