母语为英语的留学生频度副词习得顺序研究

发布时间：2018-02-11 20:48

本文关键词： 频度副词习得顺序偏误分析　出处：《南京大学》2013年硕士论文　论文类型：学位论文

【摘要】：汉语频度副词作为时间副词的一个分支,使用频率极高,在语义特征和语法功能上基本是对应的,所以在对外汉语教学中一般不将其作为难点对待,但在日常交际中却很容易造成混淆。且频度副词具有模糊性和不确定性,与英语频度副词相比,两者在语法结构上基本对应又不完全对应。对于频度副词的研究,从搜索结果看,几乎停留在本体研究的角度。从习得角度,特别是从习得顺序角度来分析母语为英语的留学生常用频度副词的习得研究微乎其微,且没有进行深入分析。本文在前人研究的基础上,以母语为英语的留学生为研究对象,采用横向调查研究的方法,重点考察了8个常用频度副词的习得规律。探讨母语英语的留学生频度副词习得顺序的成因与制约因素,指出其对教学和研究的启示,试图为今后的相关研究提供一定参考,进一步推进对外汉语教学中频度副词的研究。首先,通过搜集南京大学海外教育学院母语为英语的留学生约15万字的自然口语语料,提取出404条有效语料,相比书面语料更能真实的反映留学生在实际交往中运用频度副词的水平,使研究数据更具时效性和准确性。按照学时等级分为初、中、高级三个阶段,运用正确使用相对频率法分别统计出每个阶段的习得顺序。并用SPSS软件进行数据检验,确保数据的有效性和实验的可行性。综合考虑三个阶段以及总体阶段的习得顺序,得出8个频度副词的客观习得顺序为：从来、有时、总是、一直、常常、通常、往往、偶尔,并提出了相应的习得等级；其次,在中介语和偏误分析理论的指导下,采用二语对比的研究方法,对149条偏误用例从遗漏、冗余、替代、错序四种类型进行分析,得出偏误形成的原因。进一步分析了影响习得顺序的因素,对论证客观习得顺序有指导意义；最后,本文选取了四套典型的对外汉语教材,对其频度副词的编排和语法设置情况做了统计分析,发现教材对频度副词的收入和编排方面存在较多不一致的地方。在此基础上,结合本文得出的频度副词的习得顺序,提出教学难度分级和教学顺序应当符合频度副词习得顺序的建议。
[Abstract]:As a branch of time adverbs, Chinese frequency adverbs are used with high frequency and are basically corresponding in semantic features and grammatical functions. Therefore, they are generally not treated as difficulties in teaching Chinese as a foreign language. However, it is easy to cause confusion in daily communication, and frequency adverbs are fuzzy and uncertain. Compared with English frequency adverbs, they are basically corresponding in grammatical structure and not completely corresponding to each other. For the study of frequency adverbs, from the point of view of search results, almost stay in the perspective of ontology. From the perspective of acquisition, especially from the perspective of acquisition order to analyze the acquisition of frequency adverbs commonly used by foreign students who are native speakers of English, there is very little research on the acquisition of frequency adverbs. On the basis of previous studies, this paper takes the native English-speaking students as the research object, and adopts the method of horizontal investigation and research. This paper focuses on the acquisition rules of 8 common frequency adverbs, probes into the causes and restrictive factors of the order of acquisition of frequency adverbs by foreign students in native English, points out their enlightenment to the teaching and research, and attempts to provide some references for the related studies in the future. Further promote the study of frequency adverbs in teaching Chinese as a foreign language. First of all, through collecting some 150,000 words of natural spoken language data of native English-speaking students from the School of overseas Education of Nanjing University, we extracted 404 effective corpus. Compared with the written materials, it can truly reflect the level of using frequency adverbs in the actual communication of foreign students, and make the research data more timely and accurate. The acquisition order of each stage is calculated by using the method of relative frequency correctly. The data is verified by SPSS software to ensure the validity of the data and the feasibility of the experiment. The acquisition order of the three stages and the whole stage is considered synthetically. The objective acquisition order of 8 frequency adverbs is as follows: never, sometimes, always, always, often, often, often, occasionally, and put forward the corresponding level of acquisition; Secondly, under the guidance of the theory of interlanguage and error analysis, this paper analyzes 149 error cases from four types: omission, redundancy, substitution and order by using the method of second language contrast. The causes of the errors are obtained. The factors influencing the acquisition order are further analyzed, which is of guiding significance to the demonstration of objective acquisition order. Finally, this paper selects four sets of typical textbooks for Chinese as a foreign language, and makes a statistical analysis on the arrangement of frequency adverbs and grammatical settings. It is found that there are many differences in the income and arrangement of frequency adverbs in the textbook. On this basis, combining with the acquisition order of frequency adverbs obtained in this paper, It is suggested that the teaching difficulty classification and teaching order should accord with the frequency adverb acquisition order.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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