阿拉伯学生汉语动宾离合词习得考察

发布时间：2018-01-24 05:17

本文关键词： 动宾离合词阿拉伯语对应形式二语习得　出处：《南京大学》2017年硕士论文　论文类型：学位论文

【摘要】：离合词是一种特殊的语言单位,是外国学生学习汉语语法结构的难点之一。从现有文献来看,关于阿拉伯学生习得汉语动宾离合词的实证研究很少。本文拟在汉阿对比分析的基础上借鉴学界同类界究的研究方法设计调查问卷对阿拉伯学生习得汉语动宾离合词8种常用结构的具体情况进行实证调查,以提高对阿拉伯学生汉语离合词教学的针对性。论文一共分四章。第一章首先说明了论文的研究缘起,然后介绍了离合词的界定、分类、扩展式,再次对已有相关研究成果进行了综述,最后介绍了论文的研究目标与研究思路。第二章首先将汉语动宾离合词常见的扩展结构分为8类:动+补语+宾、动+定语+宾、动+对象+宾、动+助词+宾、倒置式(宾+其他成分+动)、否定式(动+否定词+宾)、重叠式(动+动+宾)、重动式(动+宾+动+补语),然后分别描写了动宾离合词的这八类常用结构在阿拉伯语中的对应形式,本章最后还总结了这八小类扩展结构的复合表达式在阿拉伯语中的对应形式。第三章首先根据对比分析的结果,设计了调查问卷,对问卷中的语言点和调查实施情况进行了说明;然后对调查结果进行了数据分析。数据分析结果表明,HSK3级组的学生对汉语离合词的掌握情况较差,HSK5级和6级组的学生答题正确率有了明显的提高,根据单因素方差分析的结果,不同汉语水平的阿拉伯学生对离合词各小类扩展结构的习得都存在显著差异;根据总的答题正确率,本文所讨论的动宾离合词8小类常见扩展结构的习得难度排序为:V+助词+0否定式重叠式V+定语+0V+补语+0V+对象+0重动式倒置式;根据各汉语水平组的答题情况来看,正确率提高最快的结构小类是V+定语+O,高级正确率比初级提高了 0.446,正确率提高最快的结构小类是否定式,初中高三个组的答题正确率分别为 0.173、0.184、0.203。第四章首先对本论文的调查研究的结论进行了归纳总结,然后对阿拉伯学生在学习使用离合词过程中的问题进行了原因分析,最后提出了一些较为初步的改进对策。本文指出,由于阿拉伯语和汉语属于不同语言类型的语言,阿拉伯学生第一次接触离合词时,教师要特别强调这个语言单位与一般我们知道的双音节动词不同,因此使用时要特别注意,汉语有这样一个与阿拉伯语不同的独特语言单位,看来很像一个词("合"的形式),但是也具有能"离"的特点(像短语)。本文主张针对汉语和阿拉伯语的差别,考虑到离合词分离扩展的复杂性,根据阿拉伯学生学习汉语离合词的分阶段情况,将离合词作为独立的语法点纳入面向阿拉伯学生的汉语语法教学体系。希望本文的研究能够对母语为阿拉伯语的学生学习汉语离合词有所帮助。
[Abstract]:Clutch is a special language unit, which is one of the difficulties for foreign students to learn Chinese grammar structure. There are few empirical studies on Arab students' acquisition of Chinese verb-object disjunctive words. Based on the contrastive analysis between Chinese and Arab language, this paper intends to design a questionnaire for Arab students to study the acquisition of Chinese verb-object separation. The concrete situation of 8 kinds of common structures of synonyms is investigated empirically. In order to improve the pertinence of Arab students' teaching of Chinese words, the thesis is divided into four chapters. The first chapter explains the origin of the study, and then introduces the definition, classification and expansion of the words. In chapter two, the common extended structures of Chinese verb-object clutch words are divided into eight categories: verb-complement objects. Verb attributive object, object object, object object, object object, object object, object object, object object, object object, object object, object object, object object, object object, object object, object object and object object; This paper describes the corresponding forms of the eight kinds of common structures in Arabic. At the end of this chapter, we summarize the corresponding forms of the compound expressions of the eight kinds of extended structures in Arabic. Chapter three first designs the questionnaire according to the results of comparative analysis. The language points in the questionnaire and the implementation of the survey are explained. Then the data analysis shows that the students in HSK3 group have a poor grasp of Chinese words. The correct rate of the students in the HSK5 level and the sixth grade group was improved obviously, according to the results of univariate analysis of variance (ANOVA). Arab students with different levels of Chinese have significant differences in the acquisition of extended structures of each subcategory of clutch words; Correct rate according to the total answer. In this paper, the difficulty of acquisition of the common extended structures of 8 subcategories of verb-object clutch words discussed in this paper is in the order of O: v auxiliary word 0 negative reduplicated V attribute 0V complement 0V object 0 reduplication; According to the results of each Chinese level group, the structure subcategory with the fastest improvement is V attributive O.The advanced accuracy rate is 0.446 higher than that of the primary level. The structure subcategory with the fastest improvement of the correct rate was the negative formula. The correct rate of the three groups in junior high school was 0.173 卤0.184 respectively. Chapter 0.203.#number0# first summarizes the conclusions of the investigation and research in this thesis, and then analyzes the causes of the problems in the process of Arab students' learning to use clutch words. Finally, some preliminary improvement measures are put forward. This paper points out that Arabic and Chinese belong to different language types, when Arab students first come into contact with clutch words. Teachers should stress that this language unit is different from the dicyllabic verbs we know in general, so we should pay special attention to the use of Chinese, which has a unique language unit different from Arabic. It looks like a word (the form of "fit"), but also has the characteristic of being able to "separate" (such as phrase). This paper argues that considering the complexity of the expansion of the separation of the words in view of the differences between Chinese and Arabic. According to the Arab students' learning Chinese words in different stages. It is hoped that the study in this paper will be helpful to the students whose mother tongue is Arabic in learning Chinese collaterals as an independent grammatical point in the teaching system of Chinese grammar for Arab students.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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