留学生中介语口语语段衔接特征研究

发布时间：2019-02-24 15:43

【摘要】：留学生汉语中介语的口语语段衔接可分为词汇衔接和句子接应两个方面。其中,词汇衔接由衔接手段和衔接形式组成,前者包含逻辑连接词语的使用和指称词语的使用,后者包括词语复现和词语同现；句子接应有承省句接应、肯否句接应和顶针句接应。通过对初中高三个水平留学生口语语段的调查,留学生口语语段词汇衔接的特点可以归纳为：1、表因果、转折、并列和假设关系的逻辑连接词语出现频率较高,条件、让步和目的关系较少,条件、让步关系的口语语段较难获取,使用频率较高的项目的偏误率较高,但各类偏误会随着学习者年限的增长和语言水平提高而逐渐减少。2、指称词语使用量呈现“人称指称人事指称地点指称语篇指称时间指称”的趋势；其中,人称指称使用量表现为“第三人称第一人称第二人称”,时间、地点、人事和语篇指称中的“这”(及其变体)的使用量几乎是“那”的两倍,留学生倾向于使用心理距离较近的“这”类指称关系。3、初中高三个年级四种词语复现形式(原词语复现、同义词语复现、坐标词语复现和概念词语复现)使用量情况基本一致,三个年级之间呈现正确率逐渐上升、偏误率逐渐下降趋势,纠错的成功率逐渐提高。4、词语同现的五种关系(反义关系、组合搭配关系、序列关系、下位关系和整体与部分关系)使用量呈现“反义关系组合搭配关系整体与部分关系下位关系序列关系”的趋势。留学生口语语段句子接应的特点可以归纳为：1、承省句子接应中,三个年级的承前省略句都比蒙后省略句多。2、初级阶段否定句的否定词语重叠较多,中级阶段结构杂糅、信息冗余较多,高级阶段误用反向语义项较多。3、三个年级的词语顶针句都多于分句顶针句,多以词代短语偏误为主。通过对词汇衔接和句子接应情况的调查与特点的分析,从两个方面提出了对留学生口语语段表达教学的建议：1、词汇衔接连贯能力的培养应主要从连接词、逻辑关系词、时间词和地点词、词语重复和指称词语使用等方面提出相应的教学策略；2、句子接应中的整体框架结构能力主要从提示词框架的分析和整体框架完整意识的培养入手,应着重学生语段类别的识别(即内伸式和外延式)和整体框架的构建,整体框架需要加强切旨趋向意识的培养和首尾句的处理。
[Abstract]:The oral segment cohesion of Chinese interlanguage for foreign students can be divided into two aspects: lexical cohesion and sentence cohesion. Among them, lexical cohesion consists of cohesive devices and cohesive forms. The former includes the use of logical connectors and the use of referential words, while the latter includes word repetition and lexical co-occurrence. The sentence should be followed by a sentence, whether or not sentence and thimble sentence. Through the investigation of the three foreign students' oral phrases in junior high school, the characteristics of the lexical cohesion of the foreign students' oral segments can be summed up as follows: 1. The logical connective words with the relationship of causality, transition, juxtaposition and hypothetical relation appear frequently, and the conditions are very high. The relation between concession and purpose is less, the oral segment of condition and concession is difficult to obtain, and the error rate of the project with high frequency of use is higher. However, the errors of various kinds will gradually decrease with the increase of the learner's years and the improvement of language level. The usage of referential words shows the tendency of "referential time reference in referential discourse referring to personal reference location"; Among them, the usage of personal reference is "the third person, the first person and the second person." the usage of "this" (and its variants) in time, place, personnel and textual reference is almost twice as much as that of "that". Foreign students tend to use the "this" kind of referential relation which is close to their psychology. 3. In junior high school, there are four forms of word repetition (original words, synonyms, etc.) The usage rate of coordinate word repetition and concept word repetition is basically the same. The correct rate increases gradually between the three grades, the error rate decreases gradually, and the success rate of error correction increases gradually. The usage of the five relationships (antisense relation, combinatorial collocation relation, sequence relation, inferior relation and whole and partial relation) showed the trend of "antisense relation combination collocation relation whole and partial relation inferior relation sequence relation". The characteristics of sentences in foreign students' oral sentences can be summed up as follows: 1. In the three grades of sentences, there are more omissions in the three grades than those in the hindsight, the negative words of the negative sentences in the primary stage overlap more, and the structure of the intermediate stage is mixed. The information redundancy is more, and the reverse semantic items are more in the advanced stage. 3. The thimble sentences of the three grades are more than the thimble sentences of the clauses, and the errors of the word-substitute phrases are the main ones. Based on the investigation and analysis of the situation of lexical cohesion and sentence connection, this paper puts forward some suggestions on the teaching of foreign students' oral segment expression from two aspects: 1. The cultivation of lexical cohesion and coherence should be mainly based on connectors and logical relation words; Time and place words, repetition of words and the use of referential words and other aspects of the corresponding teaching strategies; 2. The ability of the whole frame structure in sentence connection mainly starts with the analysis of the frame of cue words and the cultivation of the complete consciousness of the whole frame. It should focus on the recognition of the types of the students' segments (that is, the extension and extension) and the construction of the whole frame. The overall framework needs to strengthen the cultivation of tenor orientation awareness and the treatment of the first and last sentences.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

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