汉语进行、持续体标记习得情况考察

发布时间：2018-03-17 23:37

本文选题：进行体　切入点：持续体　出处：《复旦大学》2013年硕士论文　论文类型：学位论文

【摘要】：本文首先梳理了学界对汉语进行、持续体标记在本体和习得两方面的研究成果,借鉴前人的观点及看法,将其分为A式：在VP；B式：正VP；C式：正在VP；D式：V着(0)；E式：正V着(0)；F式：在V着(0)；G式：正在V着(O)；H式：VP呢等八种类型,并系统、全面性地对汉语进行、持续体标记进行考察。通过对大量中介语语料和母语语料的定量研究,我们比较了本族人和留学生关于进行、持续体标记的使用情况。接着,考察了留学生偏误输出的分布及特点,并统计其偏误率和偏误占比。在此基础上分析了留学生汉语进行、持续体的习得情况和偏误的成因,并以此检讨了现行教材的相关语言点的编排情况,分析了不足,提出了初步的改进的建议。本文正文分为六个章节：第一章,绪论。简单阐述了本文选题的原因与实际意义以及研究的范围、思路与方法。第二章,相关综述研究。梳理了关于汉语进行、持续体本体和习得情况研究方面的主要成果。第三章,总结了汉语进行、持续体标记的语法意义,在此基础上将其分为八种类型。第四章,考察了汉语进行、持续体标记在母语和中介语中的使用情况。第五章,定量比较并分析了汉语进行、持续体标记的偏误情况和偏误成因。第六章,根据分析结果,对相关教学、教材提出建议。第七章,总结全文。
[Abstract]:In this paper, the author first combs the academic research results on Chinese, continuous aspect marker in ontology and acquisition, and draws on the previous viewpoints and views. It can be divided into eight types: in VPU B, in VPU C, in VPU D, in VPU D, in VPU, in VPU, in VPU, in VPU, in VPU, in VPU B, in VPU B, in VPU C, in VPU D, in VPU D, in VPU D, in VPU D, in VPU, in VPU, in VPU B, in VPU B, in VPU C, in VPU D, in VPU D, in V V. Through a quantitative study of a large number of interlanguage data and mother tongue data, we compare the use of carry and continuance markers between native and foreign students. Then, we investigate the distribution and characteristics of errors output by foreign students. On the basis of this, the author analyzes the acquisition of the Chinese language, the continuous aspect and the causes of the errors, and then reviews the arrangement of the relevant language points in the current textbooks, and analyzes the shortcomings. Some suggestions for improvement are put forward. The text is divided into six chapters:. The first chapter, introduction, briefly expounds the reasons and practical significance of this topic, as well as the scope of the study, ideas and methods. The second chapter reviews the main achievements in the study of Chinese development, the ontology of continuance and the acquisition of Chinese. Chapter three summarizes the grammatical meaning of Chinese progressive and continuous aspect markers, and divides them into eight types. Chapter 4th examines the use of Chinese progression and continuance markers in mother tongue and interlanguage. Chapter 5th, quantitatively compares and analyzes the errors and causes of the errors in Chinese. Chapter 6th, according to the analysis results, to the relevant teaching, teaching materials put forward suggestions. Chapter 7th, summing up the full text.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

【参考文献】