留学生汉语代词“他”接应用法习得研究

发布时间：2018-02-25 09:05

本文关键词： 接应代词话题结构关系结构被动句第二语言习得　出处：《安徽大学》2015年硕士论文　论文类型：学位论文

【摘要】：汉语代词“他”是我们在日常交流中经常用到的词,“他”有很多用法,包括指称用法、虚指用法、约束用法、接应用法等。本文主要研究“他”的接应用法以及留学生习得的相关情况,通过调查和分析来发现其中的规律和问题,为留学生二语习得提供一些指导和建议。接应代词“他”主要出现在汉语的话题结构、关系结构和被动句中,“他”是否在这些结构中出现包括三种情况：“他”呈显性状态,“他”呈隐性状态和“他”自由出现。本文首先归纳和总结了“他”在这些结构中的隐现规律,在此基础上,我们研究发现,在等同类双宾语句中,“他”和亲属称谓或称呼同指时,“他”自由出现；“他”和非亲属称谓及称呼同指时,“他”需要呈显性状态。另外,本文还分析了可以进入这些结构的动词。为了研究母语不同的成人留学生习得汉语接应代词的情况,我们以真值判断的形式进行问卷调查,研究俄语组、韩语组及西班牙语组留学生判断汉语接应代词的相关情况,并用SPSS对调查结果进行统计分析,得出以下结论：第一,普遍语法UG认为不同语言环境中的孩子在“初始状态”下通过学习,可以很快地掌握语言,成人则会受限制。Hawkins and Chan通过研究母语为汉语的成人学习者习得英语限制性关系从句的情况,支持了这个观点。本文通过研究三组留学生习得汉语接应代词的情况,发现留学生与母语使用者判断接应代词的差异极显著。通过分析留学生与母语使用者判断接应代词的差异结果,我们认为成人留学生不能完全习得汉语接应代词,这也从反面证实了Hawkins and Chan的观点；第二,母语不同的成人留学生判断汉语接应代词的差异性不显著,被试母语的主效应差异不显著；第三,汉语包含接应代词的结构中,成人留学生最容易习得的是话题结构；第四,不同水平的成人留学生判断汉语接应代词的差异性显著,被试水平的主效应差异明显。通过“HSK动态作文语料库”的调查,我们发现留学生习得接应代词的顺序依次为话题结构接应代词,被动句接应代词和关系结构接应代词。另外从话题结构、关系结构和被动句的整体准确率来看,都没有达到90%,我们认为留学生没有完全习得接应代词,这也与问卷调查的结果达成了一致。通过对留学生接应代词偏误的分析,总结出话题结构接应代词偏误主要为接应代词的误用,接应代词的错序；关系结构接应代词偏误主要为量词结构使用不当,接应代词的误用；被动句接应代词偏误主要为接应代词的误用,和其它成分的杂糅两种情况。我们分析了这些偏误产生的原因并提出了相关建议。最后,通过对教材的调查,我们发现教材中出现了“他”的指称用法和一般约束用法,却没有“他”的虚指用法和接应用法,因此我们也对教材的编写提出了一些意见和建议。教材是基础,但是将教材内容传递给留学生的是教师,因此我们对课堂教学提出了三点建议：第一,教师要明确相关知识点,并在教学过程中贯彻任务教学法的思想；第二,教授中适当运用对比分析；第三,重视练习、复习和巩固。
[Abstract]:Chinese Pronoun "he" is often used in our daily communication in the word, "he" has many uses, including the alleged false usage, usage, usage constraints, the application method and so on. This paper mainly studies the "he" takes the usage and relevant situations of the acquisition of foreign students, through the investigation and analysis to find rules and the question is, for the students in the two language acquisition provides some guidance and suggestions. Resumptive pronoun "he" mainly appeared in Chinese topic structures, the relationship between structure and passive sentences, "he" appears in these structures includes three kinds of situations: "he" was the dominant state, "he" is a hidden state and "he" freedom. This paper firstly summarized and summed up the "implied rules he" in these structures, on the basis of this, we found that in other similar double object sentences, "he" and kinship or call the same finger, "he" Freedom; "he" and non kinship terms and names the same means, "he" need is apparent. In addition, this paper also analyzes the structure of these verbs can enter. In order to study the language of different adult learners resumptive pronoun case, we judge to the true value in the form of questionnaire, research Russian group, group and group related Korean Spanish students to judge Chinese resumptive pronouns, and the results were analyzed by SPSS, draw the following conclusions: first, the universal grammar UG that different language environment in children through learning in the initial state, you can quickly master the language, adults will be affected by the.Hawkins and Chan limited through the study of Chinese adult learners of English Restrictive Relative clauses, supports this view. Through the study of three groups of students in learning Chinese Resumptive pronoun case, found that students and native speakers to determine the differences resumptive pronoun was significant. Through the analysis of students and native speakers to determine differences between the results of resumptive pronouns, we think that the adult students cannot acquire Chinese resumptive pronouns from the opposite side, which confirmed the Hawkins and Chan view; second adults from different countries students determine the differences of Chinese resumptive pronoun is not significant, the main effect was not significant difference between mother tongue; third, the structure of the Chinese contains resumptive pronoun in the adult students most likely acquisition is the topic structure; fourth, different levels of adult students to judge the significant differences between Chinese resumptive pronoun, the main differences between subjects the effect level is obvious. Through investigation of "HSK dynamic composition corpus, we found that foreign students' acquisition of resumptive pronouns in sequence of topic structure is resumptive pronoun. Sentence resumptive pronouns and relational structure. In addition resumptive pronouns from the topic structure, the relationship between the structure and the overall accuracy rate of passive sentences, have not reached 90%, we believe that the students did not complete the acquisition of resumptive pronouns, results and survey agreed. Based on the analysis of errors in students. Pronouns, summary the topic structure of resumptive pronoun errors are mainly for the misuse of resumptive pronoun, resumptive pronoun wrong order; the relationship between the structure resumptive pronoun errors are mainly for the improper use of quantifiers, resumptive pronoun misuse; passive sentence resumptive pronoun errors are mainly for misuse of resumptive pronouns, and other components of the mixture of two kinds of cases. We analyzed these the reasons of the mistakes and put forward relevant proposals. Finally, through the investigation of teaching materials, we found that the textbook appeared "referential and general usage constraints, but not" he "he "Virtual usage and collusion usage, so we also to the preparation of teaching materials and puts forward some opinions and suggestions. Teaching material is the foundation, but the contents in the textbook passed to students is a teacher, so we on classroom teaching and puts forward three suggestions: first, teachers should define the relevant knowledge, and carry out the task teaching method in the process of teaching ideas; second, comparative analysis of the proper use of Professor; third, pay attention to practice, review and consolidate.

【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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