泰国学生兼语句式习得研究

发布时间：2018-11-13 09:17

【摘要】：兼语句式是汉语常见的一种特殊句式,在本族人的日常生活中使用频率很高,而且在对外汉语教学的大纲中也被列为初级阶段应掌握的句型。但由于汉语是一种缺乏形态变化的语言,主宾没有显形的格标记,兼语句式很容易跟连动句、双宾句、主谓谓语句、紧缩复句等混淆,再加上兼语句式的汉语本体研究和对外汉语语法教学没有很好地结合起来,更增加了泰国学生习得兼语句式的难度。该论文以二语习得理论为指导,借鉴并吸收兼语句式本体研究的成果,从习得的角度切入,通过问卷调查的形式,考察泰国学生兼语句式的习得情况,从中发现问题,解决问题,最终达到指导兼语句式教学的目的。本论文一共分为五个章节。第一章绪论,主要介绍了选题的缘由及意义,研究的现状,本文语料的来源、研究思路、研究范围和方法等。第二章,对泰国学生兼语句式习得的总体考察结果进行统计分析,并根据主客观答对率列出了泰国学生习得兼语句式的难度顺序。第三章,对致使类、请求类、派遣类、催逼类、劝阻类、培养类、爱恨类、选定类、有无类这九类兼语句式进行具体考察与分析,统计并分析这九类兼语句式的使用正确率及偏误类型。第四章,对兼语句式的教学及教材编写提出建议。第五章结语,对本论文所得出的结论进行总结。
[Abstract]:As a common special sentence pattern in Chinese, it is frequently used in the daily life of the native people, and it is also listed as a sentence pattern in the initial stage of teaching Chinese as a foreign language (TCFL). However, since Chinese is a language that lacks morphological changes, subject and object have no explicit case marks, and sentence patterns are easily confused with linked verb sentences, double object sentences, subject-predicate sentences, constrictive complex sentences, etc. In addition, the study of Chinese ontology and the teaching of Chinese grammar as a foreign language have not been well combined, which has increased the difficulty of Thai students' acquisition and sentence style. Guided by the theory of second language acquisition, this paper draws lessons from and assimilates the achievements of the study of the syntactic ontology, and from the perspective of acquisition, through the form of questionnaire survey, examines the acquisition situation of Thai students and sentences, and finds out the problems. Solve the problem, and finally achieve the purpose of guiding and sentence teaching. This paper is divided into five chapters. The first chapter introduces the reason and significance of the topic, the status quo of the research, the source of the corpus, research ideas, research scope and methods. In the second chapter, the author makes a statistical analysis of the overall results of Thai students' acquisition of concurrent sentence patterns, and lists the order of difficulty of Thai students' acquisition and sentence form according to the subjective and objective answer rate. The third chapter makes a specific investigation and analysis of the nine types of sentence patterns, namely, causation, request, dispatch, compulsion, dissuasion, cultivation, love-hate, selection, and whether there are any. Statistics and analysis of the nine categories of the correct use of sentence and error types. In the fourth chapter, the author puts forward some suggestions on teaching and textbook compiling. The fifth chapter is the conclusion of this paper.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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