泰国学习者使令类兼语句习得偏误研究

发布时间：2018-11-05 06:52

【摘要】：使令类兼语句是汉语兼语句中最典型的一类,其使用频率很高,在泰国中小学汉语课程教学大纲中,一般被列为初级阶段应掌握的句型。根据使令度的不同,使令类兼语句可分为四类:使令-致使类、使令-派遣类、使令-容让类、使令-辅佐类。四类使令类兼语句对相应句法位置的语义要求严格,使令动词的难度等级涉及甲级到丁级四个级别,这使得使令类兼语句不能被简单地归入初级句型。这一复杂情况增加了泰国学习者习得使令类兼语句的难度。本文以二语习得理论为基础,借鉴汉语使令类兼语句的本体研究成果,从偏误分析角度切入,通过分析HSK动态作文语料库和调查问卷中泰国学习者的语料,考查泰国学习者使令类兼语句的习得情况,从中发现泰国学习者的习得难点,并据此提出指导使令类兼语句教学的建议。本论文共五个章节。第1章绪论,主要介绍使令类兼语句的研究现状及本文的研究内容。第2章,对汉语使令类兼语句及泰语表使令的句子进行了对比分析,综合讨论了二者在句法语义上的共性和个性。第3章,对HSK动态作文语料库和调查问卷中使令类兼语句的偏误情况进行了考查和分析,总结了致使泰国学习者出现偏误的原因。第4章,总结了泰国使令类兼语句教学中的问题,列出了使令类兼语句的习得顺序,对使令类兼语句的教学提出了建议。第5章结语,对本文得出的结论和研究的不足进行了总结。
[Abstract]:As the most typical type of Chinese concurrent sentences, the sentence making is frequently used. In the syllabus of the Chinese curriculum of primary and secondary schools in Thailand, it is generally listed as the sentence pattern to be mastered in the primary stage. According to the difference of order, the order and sentence can be divided into four categories: make order-cause class, make order-dispatch class, make order-tolerance class, make order-auxiliary class. The four categories make the sentence of order class and sentence strict to the semantic requirement of the corresponding syntactic position, so that the degree of difficulty of the verb involves four levels of grade A to level D, which makes the compound sentence of order class can not be simply classified as the primary sentence pattern. This complicacy makes it more difficult for Thai learners to acquire conjunctive sentences. Based on the theory of second language acquisition (SLA), this paper draws lessons from the ontological research of Chinese causative sentences and analyzes the data of Thai learners in the HSK dynamic composition corpus and questionnaire from the perspective of error analysis. This paper examines the acquisition situation of Thai learners, finds out the difficulties of Thai learners' acquisition, and puts forward some suggestions on how to guide the teaching of L2 / C sentences. There are five chapters in this paper. The first chapter introduces the research status and the content of this paper. In chapter 2, the syntactic and semantic generality and individuality of Chinese and Thai sentences are compared and analyzed. Chapter 3 examines and analyzes the errors in HSK dynamic composition corpus and questionnaire, and summarizes the causes of errors in Thai learners. In chapter 4, the author summarizes the problems in the teaching of generalisations and sentences in Thailand, lists the acquisition order of them, and puts forward some suggestions for the teaching of them. Chapter 5 is the conclusion of this paper and the shortcomings of the research.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195.3

【相似文献】