韩国学生汉语数量语块作为完句成分的习得考察

发布时间：2018-05-04 05:20

  本文选题：数量语块 + 完句成分　； 参考：《华侨大学》2016年硕士论文

【摘要】：为了解韩国学生汉语数量语块作为完句成分的习得情况,本文从句层出发,基于完句视角,从本体的角度观察汉语数量短语的完句成分属性及其特征,界定了完句成分和构句成分,在句法层面将其分为前置型和后置型数量语块,并对比韩汉数量短语的句层地位和功能,同时论证本体部分对汉语数量短语完句属性的推测分析。基于文献综述和语料收集分析,认为数量语块在发挥其无定化功能、边界化功能、动态化功能、表量功能时,对名词、动词和形容词的内隐属性都有一些催化作用:对名词是【+无定】【+个体】【+边界】【-集合】【-类别】;对动词是【+动作】【-事件】;对形容词【+性质量】。据此,基于HSK动态作文语料库进行偏误语料分析得出韩国学生汉语数量短语完句功能的偏误总体分布以及两大偏误和九小类偏误类型:缺省偏误(凸显无定个体时未加个体物量NC、凸显边界时未加边界物量NC、凸显动词动态义时未加动量NC、凸显形容词性质变化未加模糊物量NC四类)和误加偏误(凸显有定时误加无定物量NC、凸显集合/属性时误加个体物量NC、凸显动词事件义时误加动量NC、凸显形容词属性时误加模糊量NC、物量NC重复冗余五类),并分析其六类偏误原因,此基础上提出了语言迁移方法、扩句完型训练法、完句意识培养和教材编写建议四方面的教学建议。
[Abstract]:In order to understand the acquisition of Chinese quantitative chunks as complete sentence components by Korean students, this paper, from the perspective of sentence completion, observes the attributes and characteristics of Chinese quantitative phrases from an ontological perspective. This paper defines the components of complete sentence and construction of sentences, divides them into pre- and post-type quantitative chunks at the syntactic level, and compares the position and function of Han and Han quantitative phrases at the sentence level. At the same time, it demonstrates the conjecture analysis of the attributes of Chinese quantitative phrases in the ontology part. On the basis of literature review and corpus collection, it is concluded that quantitative chunks play their roles of uncertainty, boundary, dynamics and quantification. The implicit attributes of verbs and adjectives have some catalytic effects: they are [indefinite] [individual] [boundary] [- set] [- category] for nouns, [action] [- events] for verbs, and [sexual quality] for adjectives. Accordingly, Based on the HSK dynamic composition corpus, the general distribution of errors in the function of Chinese quantitative phrase completion and the types of two major errors and nine subcategories of errors are obtained: default errors (not added when highlighting indefinite individuals). Individual quantity NC, when highlighting the boundary without adding the boundary quantity NC, when highlighting the verb dynamic meaning without momentum NC, highlighting the adjective nature change without fuzzy object quantity NC four categories) and error (highlight the timing error plus infinitesimal quantity NC, highlight the set In combination / attribute, the individual quantity NC is added by mistake, the momentum NC is added by mistake when the meaning of verb event is highlighted, the fuzzy quantity NC is mistakenly added when the attribute of adjective is highlighted, and the five categories of redundancy are repeated in the NC of object quantity, and the six kinds of errors are analyzed. On the basis of this, the author puts forward four teaching suggestions: language transfer method, extended sentence cloze training method, sentence completion consciousness training and teaching material compilation suggestions.
【学位授予单位】：华侨大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195
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本文编号：1841761