泰国汉语学习者比较句习得顺序的研究

发布时间：2018-04-20 14:07

本文选题：泰国学习者 + 汉语比较句　；参考：《西南大学》2013年硕士论文

【摘要】：本文考察泰国汉语学习者习得比较句的顺序,采用蕴涵量表排序、相关分析和聚类分析等研究方法,对三个级别泰国汉语学习者19种比较句形式的习得过程进行研究,划分比较句的习得阶段,总结比较句的习得顺序。将泰国汉语学习者习得比较句的顺序,分别与对外汉语教学大纲和教材对比较句语法项目的编排做对比。本文所考察的三个大纲中对比较句的习得都做偏易估计,初级阶段中出现了不少语码难度较大的句式,另外,大纲对比较句句式的难度顺序考虑不够全面,与本文考察得出的学习者的习得规律不符。几种教材对比较句语法项目的安排也不尽相同,存在语法项目安排过于集中、过早出现或者过晚出现的现象。比较句的教学必须与学习者的认知水平相匹配,与学习者的习得规律保持一致,才能最大限度地促进习得。本文的研究成果在于发现习得汉语比较句的规律,划分出泰国汉语学习者19种比较句形式习得过程的五个阶段。这五个习得阶段的特点总体表现为差比句和等比句交叉进行,在结构上和语义上都由简单到复杂的趋势,先习得简单的基本比较句式,再习得形容词谓语句,再习得有宾语的动词谓语句,最后习得有补语的动词谓语句以及其他差比句式。本文对对外汉语教学大纲和教材编写以及以泰国学习者为对象的比较句的教学有一定的启发意义。对教材编排方面的启示：一、教材对语法项目的选取应该是有所选择的,应注重语法项目的系统性,不必过于求全求细。二、教材对比较句语法项目的安排要遵循先易后难、循序渐进的原则,应该注意以下几个方面：1、语法点的出现要大体体现出语言习得规律；2、教材对语法内容的处理偏重结构形式,忽略用法；3、教材应注重语法项目的复现；4、教材对语法项目量的处理要合宜；5、教材对课后练习的设置应注意结构层次。对教学方面的启示：教师在教学过程中应该注意：教师应适当地调整教材中语法点的教学顺序,使之与学习者的习得规律相一致；教材对比较句的语言规则、用法限制、语用条件的介绍不够详细时,教师应及时予以补充,遇有功能、结构类似的句式应进行比较,分析其异同,尤其要解释清楚句式使用的语言环境；教师应当尽量对学习者的母语有所了解,了解学习者学习的难点及其原因,加强教学的预见性,对学习难点和容易出现偏误的地方做针对性的教学设计和练习,减少学习者由于母语负迁移造成的偏误；教师应在教学中尽量弥补教材编写的缺陷,及时从学习者的反馈中了解其学习的难点,根据学习者的特点有针对性地进行教学。
[Abstract]:This paper investigates the order in which Thai Chinese learners acquire comparative sentences, and studies the acquisition process of 19 comparative sentence forms of Thai Chinese learners at three levels by means of implication scale ranking, correlation analysis and clustering analysis. Divide the acquisition stages of comparative sentences and summarize the acquisition order of comparative sentences. The order of the acquisition of comparative sentences by Thai Chinese learners was compared with the syllabus and textbooks of Chinese as a foreign language. The acquisition of comparative sentences in the three syllabuses examined in this paper is relatively easy to estimate. In the primary stage, there are quite a few sentence patterns which are more difficult to code. In addition, the syllabus does not consider the difficulty order of comparative sentences sufficiently. It is not consistent with the rules of learners' acquisition. The arrangement of grammatical items of comparative sentences in several textbooks is different, and there is a phenomenon that grammatical items are too centralized, too early or too late. The teaching of comparative sentences must match the learners' cognitive level and keep the same with the learners' acquisition rules in order to promote the acquisition to the maximum extent. The research results of this paper are to find out the rules of acquisition of Chinese comparative sentences and to divide the acquisition process of 19 kinds of comparative sentences among Thai Chinese learners into five stages. The characteristics of the five stages of acquisition are as follows: the difference ratio sentence and the equal ratio sentence are intersected, and the structure and semantics are from simple to complicated. The simple basic comparative sentence structure is acquired first, and then the adjective predicate sentence is acquired. Then we acquire verb predicate with object, verb predicate with complement and other differential sentences. This paper has some enlightening significance for the preparation of syllabus and textbooks for TCFL and the teaching of comparative sentences for Thai learners. First, the selection of grammatical items in textbooks should be selected, and the systematicness of grammatical items should be paid more attention to, so it is not necessary to seek for perfection and detail. Second, the textbook should follow the principle of "easy to be followed" and "gradual and orderly" in the arrangement of the items of comparative sentence grammar. We should pay attention to the following aspects: 1. The appearance of grammatical points should generally reflect the rules of language acquisition. Neglecting usage 3, the textbook should pay attention to the repetition of grammatical items, the amount of grammar items should be handled appropriately, and the teaching materials should pay attention to the structure level in setting up the exercises after class. The enlightenment to teaching: teachers should pay attention to: teachers should adjust the teaching order of grammatical points in the teaching material appropriately to make it consistent with the acquisition law of the learners, the language rules and usage restrictions of the comparative sentences in the teaching materials, the teaching materials should adjust the teaching order of the grammar points in the teaching materials appropriately to make it consistent with the learners' acquisition rules. When the introduction of pragmatic conditions is not detailed enough, teachers should supplement them in time. If they have functions, they should compare and analyze their similarities and differences, especially to explain the language environment used in sentence patterns. Teachers should try their best to understand the learner's mother tongue, understand the difficulties and reasons of learners' learning, strengthen the foresight of teaching, and make targeted teaching design and practice to the difficult points and places prone to errors. Teachers should try their best to make up for the defects in the compilation of teaching materials, learn the difficulties of learning from the learners' feedback in time, and teach according to the characteristics of learners in order to reduce the errors caused by the negative transfer of their mother tongue.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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