基于动态系统理论的留学生汉语定语习得个案研究

发布时间：2018-01-02 18:19

本文关键词：基于动态系统理论的留学生汉语定语习得个案研究　出处：《南京大学》2015年硕士论文　论文类型：学位论文

【摘要】：定语是现代汉语重要语法现象之一,也是留学生学习汉语的重点。汉语定语的本体研究成果非常丰富,相比之下,汉语定语二语习得方面的研究略显单薄。此外,有关汉语定语二语习得的研究大都停留在共时研究的层面,缺乏纵深式的历时研究,研究技术也多采用准确率的均值分析方法,难以反映汉语定语习得过程的复杂性、非线性、动态性特征。基于此现状,本文提出"基于动态系统理论的留学生汉语定语习得个案研究"这一课题,采集四名留学生各14次的纵向自然口语语料,通过横向对比与纵向分析(运用动态系统理论视角下的"移动极值图表法"),探究汉语各项定语以及单项定语各类型的分布特点与使用情况,展示留学生汉语定语的习得过程。在以汉语水平为划分依据所进行的横向对比中,通过计算初、中级汉语水平留学生汉语定语(包括汉语各项定语以及单项定语各类型、汉语定语中心语前"的"字的隐现情况)的使用频率与正确率,发现随着汉语水平的提高,汉语定语的使用量明显增多。在单项定语各类型中,初级汉语水平被试主要集中使用X1、X2、X3、X5与X6五种类型;中级汉语水平被试主要集中使用X1、X2、X3、X5、X6、X9与X10七种类型。中级汉语水平的单项定语多样性优于初级汉语水平,然仍存在较大的上升空间。中级汉语水平的单项定语以及定语总体正确率高于初级汉语水平,但从数值上看,差异并不显著,且在个别单项定语类型上(比如X1),中级汉语水平的正确率反而低于初级汉语水平。二项定语的正确率随着汉语水平的提高出现了一定幅度的上升,然仍相对较低。此外,初级汉语水平定语中心语前不带"的"字的比例明显高于中级汉语水平。在针对各被试汉语定语习得过程的纵向分析中,主要采用动态系统理论视角下的"移动极值图表法"对各被试的各项定语以及单项定语各类型的习得过程进行阶段划分。结果发现四名被试的定语习得均体现出向更高水平发展的总趋势,而个体差异较为明显。定语正确率水平并未随着汉语水平的提高而稳步上升,比如单项定语以及定语总体正确率均值最高的是初级汉语水平被试A。单项定语各类型发展不平衡。总体来看,中级汉语水平单项定语总体正确率均值优于初级汉语水平,然在个别类型(比如X1与X5)上,中级汉语水平的正确率均值却稍低于初级汉语水平。从习得难度上来看,X1与X3的习得难度相对较低,X5、X6、X9与X10的习得难度相对较高。X2在初级汉语水平中习得难度较高,而在中级汉语水平中习得难度降低。在习得过程中,出现了顽固性偏误,尤其是量词"个"与动词"做"的过度泛化使用,以及副词的误用。名词、动词与形容词词汇量对单项定语的正确率影响较大。此外,定语中心语前"的"字的遗漏与误加基本贯穿单项定语各类型的各阶段。总体来看,被试汉语各项定语以及单项定语各类型的习得过程呈现出复杂性、非线性、动态性的特点。以上结论要求教师在教学过程中关注留学生个体差异,因材施教;注重汉语各项定语以及单项定语各类型的多样性与平衡发展,二项定语的教学尤需加强;针对汉语定语习得过程中出现的停滞与后退现象,教师应找出顽固性偏误,加强讲解与巩固力度,以帮助学习者克服汉语定语习得过程中出现的石化现象,使学习者更快、更顺利地进入下一稳定阶段。
[Abstract]:Which is one of the important phenomenon in modern Chinese grammar, but also foreign students learning Chinese focus. Ontology research results of Chinese attributive is very rich, in contrast, Chinese attributive two language acquisition research is slightly thin. In addition, the research about Chinese attributive two language acquisition research mostly stays in the synchronic level, the lack of depth type diachronic study the research also use the mean accuracy analysis method, it is difficult to reflect the complexity of Chinese attributive acquisition process of the nonlinear dynamic characteristics. Based on this situation, this paper puts forward the topic of "research" Chinese attributive acquisition case based on the dynamic system theory, collected four students each 14 times the longitudinal nature spoken language, through horizontal comparison and longitudinal analysis (using the dynamic system theory from the perspective of "mobile extreme chart"), the Chinese attributive and explore individual attributive types The distribution characteristics of the type and usage, showing the process of students' Chinese attributive acquisition. In comparison of the classification according to the level of Chinese, through the calculation of early, intermediate level of Chinese students (including the Chinese attributive attributive and various types, individual attributive word Chinese attributive center language before the looming situation) use frequency and accuracy, with the higher level of Chinese, Chinese attribute usage increased significantly. In each individual attributive types, primary Chinese level subjects mainly use X1, X2, X3, X5 and X6 five types; intermediate Chinese level participants mainly focus on the use of X1, X2. X3, X5, X6, X9 and X10 seven types. The intermediate level of Chinese individual attributive diversity is better than the primary Chinese level, but there is still a large increase in space. The intermediate level of Chinese individual attributes and attribute the overall correct rate is higher than the primary Chinese Level, but from the point of view, the difference is not significant, and the individual single attribute types (such as X1), the correct rate of intermediate Chinese level is lower than that of primary Chinese level. The correct rate of two with the higher level of Chinese attributive appeared to rise to a certain extent, but is still relatively low. In addition, the primary the level of Chinese attributive center language before without the word "de" was significantly higher than the proportion of intermediate Chinese level. In all subjects for longitudinal analysis of Chinese attribute of the acquisition process, mainly adopts the dynamic system theory from the perspective of "mobile extreme chart" on various subjects of the attributive and individual attributive and various types of acquisition process stage division. The result showed that four subjects which are reflected in the general trend of the development of learning to a higher level, and the individual difference is more obvious. The correct rate of attribute levels did not with the higher level of Chinese and steadily rising ratio If the individual attributes and attribute the overall average accurate rate is the highest in primary Chinese level subjects A. individual attributive of various types of unbalanced development. Overall, the intermediate Chinese level individual attribute the overall accuracy rate of primary Chinese level is better than the average, but in individual types (such as X1 and X5), intermediate level of Chinese average accurate rate is slightly below the primary Chinese level. From the point of view of learning difficulty, X1 and X3 of the learning difficulty is relatively low, X5, X6, X9 and X10 acquisition difficulty relatively high.X2 in the primary Chinese level in higher learning difficulty, and reduce the difficulty in the acquisition of intermediate Chinese level. In the process of acquisition, the stubborn bias in particular, the Quantifier "one" and the generalization of the verb "do" the use and misuse of adverbs nouns, verbs and adjectives correctly word vocabulary on individual attributive effect. In addition, the word "the" attributive center language before omission With the addition of basic through all phases of each individual attributive types. Overall, the subjects of the Chinese attributive and the acquisition process of various types of individual attributive showing complexity, nonlinear, dynamic characteristics. The above conclusion requires teachers to focus on students' individual differences, in the process of teaching students in accordance with their aptitude; pay attention to the Chinese attributive and individual attributive the various types of diversity and balanced development of two attributes of teaching should be strengthened especially for Chinese attributive acquisition; appearing in the process of stagnation and backward phenomenon, teachers should find out stubborn errors, explanation and strengthen the force of Gong, to help learners overcome fossilization of Chinese attributive in the process of learning, the learners faster and more smoothly into a stable stage.

【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195.3

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