留学生“是”字句习得的实验研究

发布时间：2018-05-06 10:20

本文选题：“是”字句 + 语法功能　；参考：《北京语言大学》2013年硕士论文

【摘要】：“是”字句不仅是现代汉语中的常用句式,对外汉语教学中的重点句式,同时也是第二语言语法习得研究中的重要对象。在综合考察以往学者研究的基础上,我们可以发现目前对“是”字句的习得研究集中在不同母语背景的留学生的习得偏误分析上和不同类型的“是”字句的习得顺序上,较少有研究涉及“是”字句内部语义类型的差异是否会影响留学生的习得。本文在前人研究的基础上,将“是”字句按照语法功能分为表判断和表强调两大类型,并进一步根据语义类型的差异,将表判断的“是”字句分为表示合适关系、等同关系、描写关系、归类关系、存在关系、诠释关系等六种不同的语义类型,将表强调的“是”字句按照其所强调的语义成分的差异,分为强调施事、受事、工具、时间、地点、原因、对象、方式等八种不同的类型。在分类选取的基础上,以判断正误的形式对132道题进行实验研究。其中,实验一是对“是”字句两类语法功能的考察,实验二是对表判断的“是”字句的语义类型的考察,实验三是对表强调的“是”字句的语义类型的考察。本文实验研究得出以下结论:(1)留学生对表判断和表强调两类语法功能的“是”字句的习得效果没有差异。(2)留学生对表示合适关系、等同关系、存在关系、描写关系、归类关系、诠释关系等六种语义类型的“是”字句的习得效果存在差异,其中,表等同关系的“是”字句习得效果较好,在各个水平上的正确率较高,表合适关系的“是”字句习得效果较差,从初级到高级水平的习得时间漫长。(3)留学生对表示强调的八种不同的语义类型的“是”字句的习得效果存在差异,其中,对于所强调的焦点的语义成分为对象和工具的“是”字句,留学生的正确率较高,习得效果较好,而语义类型为受事的“是”字句的正确率在三个水平上都较低,习得效果差,习得过程也较漫长。(4)汉语水平对学习者的习得情况产生影响,随着汉语水平的提升,留学生对两类语法功能的“是”字句的习得越来越好。(5)随着汉语水平的提升,留学生对不同语义类型的“是”字句的习得也越来越好,逐渐趋于完备。根据以上研究成果,我们认为“是”字句的研究为第二语言语法习得的研究提供了新的视角,并对对外汉语教学有重要的指导意义。研究指出了分类教学的可行性,但我们同时也要注意重点句式的针对性教学,以有效提高留学生习得的效率。
[Abstract]:"Shi" sentence is not only a common sentence pattern in modern Chinese, but also a key sentence pattern in teaching Chinese as a foreign language, as well as an important object in the study of second language grammar acquisition. On the basis of a comprehensive review of previous studies, we can find that the current research on the acquisition of "is" sentences focuses on the analysis of errors in the acquisition of students from different native language backgrounds and on the acquisition order of different types of "is" sentences. There are few studies on whether the differences in semantic types of the word "is" will affect the acquisition of foreign students. On the basis of previous studies, this paper divides the "is" sentence into two types according to its grammatical function: table judgment and table emphasis. Furthermore, according to the differences of semantic types, the "is" sentence of table judgment is divided into appropriate relations and equivalent relations. There are six different semantic types, such as description, classification, existence, interpretation, etc. According to the differences of semantic components, the "is" sentence is divided into three categories: agent, transgression, tool, time, place, reason, etc. There are eight different types of objects, methods, etc. On the basis of classification selection, 132 questions are studied experimentally in the form of judging right and wrong. Among them, experiment one is to examine the grammatical functions of "is" sentence, experiment two is to examine the semantic type of "is" sentence, and experiment three is to examine the semantic type of "is" sentence. In this paper, we draw the following conclusion: (1) there is no difference in the acquisition effect of the "is" sentence between the table judgment and the table emphasizing the two grammatical functions. (2) the foreign students express the appropriate relation, the equivalent relation, the existing relation, the descriptive relation and the classification relationship. There are differences in the acquisition effect of the six semantic types of "is" sentence, such as interpretation relation. Among them, the "is" sentence with the equivalent relation has a better acquisition effect, and the correct rate is higher at each level. The acquisition effect of the "is" sentence is poor, the acquisition time from the primary level to the advanced level is long. (3) there are differences in the acquisition effects of the eight different semantic types of the "you" sentence, which are emphasized by the foreign students. For the "is" sentence of object and tool, the correct rate of the foreign students is higher and the effect of acquisition is better, while the correct rate of the "is" sentence with the semantic type of "is" is low at three levels, and the acquisition effect is poor. The acquisition process is also relatively long. 4) the level of Chinese has an impact on the acquisition of learners. With the improvement of Chinese proficiency, the acquisition of "yes" sentences of two grammatical functions by foreign students is getting better and better with the improvement of Chinese proficiency. Foreign students' acquisition of different semantic types of "is" sentences is becoming more and more perfect. Based on the above research results, we believe that the study of "is" sentence provides a new perspective for the study of second language grammar acquisition, and has an important guiding significance for teaching Chinese as a foreign language. The study points out the feasibility of classified teaching, but at the same time, we should also pay attention to the targeted teaching of key sentence patterns in order to effectively improve the efficiency of foreign students' acquisition.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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