维吾尔族预科生现代汉语副词“才”和“就”的习得研究
发布时间：2019-01-25 09:08
【摘要】：现代汉语副词中,“才”和“就”的功能多、使用频率高、意义用法复杂,是维吾尔族学生学习的重点和难点。目前,还没有针对维吾尔族学生、全而考察“才”和“就”各义项习得的专项研究。针对维尔族学生对汉语高频副词“才”和“就”进行习得顺序和偏误分析的个案研究,对汉语本体研究,对少数民族学习汉语副词的专项研究具有理论和实践双重意义。 本文主要采用问卷调查的方式,考察了维吾尔族预科生副词“才”和“就”各义项的使用情况,统计分析其使用“才”和“就”时的偏误率,总结各义项习得的难易顺序。分析“才”和“就”各义项的偏误表现,总结出偏误的原因,并以此提出教学建议。主要心得有： 1.维吾尔族预科生对于“才”的习得情况比“就”好。学生对“才”和“就”的习得在语义方面掌握的最好,偏误率最低,“才”在“才”和“就”的选择使用方面偏误率最高,而“就”在句子位置方面偏误率最高。 2.维吾尔族预科生习得“才”和“就”的难易顺序与其语法化顺序有着很大的一致性,说明维吾尔族学生在习得副词“才”和“就’时存在一个内在的习得顺序。 3.通过MHK三级和四级两个对照组的分析得出,随着汉语水平的提高,学生对“才”和“就”各个义项的习得偏误都有所减少,但是每个义项偏误减少的幅度是不均衡的。 4.同一汉语水平组的维吾尔族预科生,副词“就”各义项习得的偏误率之间的差距要比“才”的差距大。同一汉语水平组的学生,副词“才”和“就”对立义项的偏误率分布呈现出一定的负相关性;而“才”和“就”相似义项的偏误率分布则呈现出一定的一致性。 5.维吾尔族预科生习得副词“才”和“就”偏误的主要原因是母语相应形式的缺失和义项输入数量不足或有个别语义指向输入不正确。同时,学生使用它们时的过度泛化也是其产生偏误的原因。 文章提出,为了减少维吾尔族学生使用“才”和“就”时产生偏误的情况,教材编写和课堂教学过程中应根据维吾尔族学生习得“才”和“就”的难易程度,循序渐进,突出重点、难点。对使用率、偏误率较高的义项应加大其义项输入数量,注意语义输入的正确性,重复强化、反复练习。并且充分利用学生对“才”和“就”认知的特点加强引导。
[Abstract]:In modern Chinese adverbs, "Cai" and "Ju" have many functions, high frequency of use and complex meanings, which are the key and difficult points for Uygur students to learn. At present, there is no special research on Uygur students' acquisition of various meanings. In view of the case study on the acquisition order and error of the Chinese high-frequency adverbs "talent" and "on", the study of Chinese ontology and the special study of minority nationality learning Chinese adverbs are of both theoretical and practical significance. This paper mainly adopts the method of questionnaire to investigate the usage of the Uygur prep adverbs "talent" and "on", analyzes the error rate of using "talent" and "just", and sums up the difficult and easy order of the acquisition of each meaning. This paper analyzes on the misrepresentation of various meanings of "talent" and "on", sums up the causes of the errors, and puts forward some teaching suggestions. The main findings are: 1. Uygur matriculation students' acquisition of "talent" is better than "just". The students' acquisition of "talent" and "just" is the best in semantic terms, the error rate is the lowest, the "talent" and "on" are the highest in the choice of "talent" and "on", and the "on" is the highest in the position of sentence. 2. The difficult and easy order of Uygur prep students' acquisition of "talent" and "just" has great consistency with their grammaticalization order, which shows that there is an inherent order of acquisition for Uygur students in the acquisition of adverbs "talent" and "on". 3. Through the analysis of the two control groups of MHK level 3 and 4, it is concluded that with the improvement of the Chinese level, the students' acquisition errors of "talent" and "just" have been reduced, but the extent of the decrease of each meaning error is uneven. 4. In Uygur prep students of the same Chinese proficiency group, the gap between the error rate of each meaning acquisition of adverb "on" is larger than that of "talent". In the same Chinese level group, the distribution of the error rate of the adverb "Cai" and "Ju" showed a certain negative correlation, while the distribution of the error rate of the "talent" and "on" similar meanings showed a certain consistency. 5. The main reasons for Uygur preparatory students to acquire the adverbs "talent" and "on" are the lack of corresponding forms in their mother tongue and the insufficient number of semantic entries or the incorrect input of individual semantic points. At the same time, the overgeneralization of students' use of them is also the cause of their errors. In order to reduce the errors in Uygur students' use of "talent" and "on", it is suggested that the compilation of teaching materials and the process of classroom teaching should be carried out step by step according to the difficulty and ease of Uygur students' acquisition of "talent" and "on". Highlight the key points or difficulties. For the items with high usage rate and high error rate, the number of their meaning input should be increased, the correctness of semantic input should be paid attention to, the repeated reinforcement and repeated practice should be paid attention to. And make full use of students to "talent" and "on" cognitive characteristics to strengthen guidance.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H146
本文编号：2414995
[Abstract]:In modern Chinese adverbs, "Cai" and "Ju" have many functions, high frequency of use and complex meanings, which are the key and difficult points for Uygur students to learn. At present, there is no special research on Uygur students' acquisition of various meanings. In view of the case study on the acquisition order and error of the Chinese high-frequency adverbs "talent" and "on", the study of Chinese ontology and the special study of minority nationality learning Chinese adverbs are of both theoretical and practical significance. This paper mainly adopts the method of questionnaire to investigate the usage of the Uygur prep adverbs "talent" and "on", analyzes the error rate of using "talent" and "just", and sums up the difficult and easy order of the acquisition of each meaning. This paper analyzes on the misrepresentation of various meanings of "talent" and "on", sums up the causes of the errors, and puts forward some teaching suggestions. The main findings are: 1. Uygur matriculation students' acquisition of "talent" is better than "just". The students' acquisition of "talent" and "just" is the best in semantic terms, the error rate is the lowest, the "talent" and "on" are the highest in the choice of "talent" and "on", and the "on" is the highest in the position of sentence. 2. The difficult and easy order of Uygur prep students' acquisition of "talent" and "just" has great consistency with their grammaticalization order, which shows that there is an inherent order of acquisition for Uygur students in the acquisition of adverbs "talent" and "on". 3. Through the analysis of the two control groups of MHK level 3 and 4, it is concluded that with the improvement of the Chinese level, the students' acquisition errors of "talent" and "just" have been reduced, but the extent of the decrease of each meaning error is uneven. 4. In Uygur prep students of the same Chinese proficiency group, the gap between the error rate of each meaning acquisition of adverb "on" is larger than that of "talent". In the same Chinese level group, the distribution of the error rate of the adverb "Cai" and "Ju" showed a certain negative correlation, while the distribution of the error rate of the "talent" and "on" similar meanings showed a certain consistency. 5. The main reasons for Uygur preparatory students to acquire the adverbs "talent" and "on" are the lack of corresponding forms in their mother tongue and the insufficient number of semantic entries or the incorrect input of individual semantic points. At the same time, the overgeneralization of students' use of them is also the cause of their errors. In order to reduce the errors in Uygur students' use of "talent" and "on", it is suggested that the compilation of teaching materials and the process of classroom teaching should be carried out step by step according to the difficulty and ease of Uygur students' acquisition of "talent" and "on". Highlight the key points or difficulties. For the items with high usage rate and high error rate, the number of their meaning input should be increased, the correctness of semantic input should be paid attention to, the repeated reinforcement and repeated practice should be paid attention to. And make full use of students to "talent" and "on" cognitive characteristics to strengthen guidance.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H146
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