留学生“跟N一样X”和“A有BX”句式习得研究

发布时间：2018-09-02 09:50

【摘要】：现代汉语的比较句形式多样,是重要的语法范畴,基于语料,本文分析“跟N一样X”和“A有BX”的基本句法、语义特征、语用功能等情况,并且深入考察了这两类混淆句式的得情况。采用中介语理论和偏误分析理论,本文调查留学生“跟N一样X”和“A有BX”句式的习得,分析两个句式习得的偏误情况,从而得出留学生习得和教师授课的重难点,使教师在教学中有效预测偏误,合理解释偏误原因,提高教学和习得效率。通过对三个汉语进修班学生习得情况的问卷调查,收集偏误语料,本文归纳出“跟N一样X”和“A有BX”句式共八种变式,根据使用情况排列习得顺序。本文得出结论如下:留学生习得“跟N一样X”和“A有BX”句式的主要偏误有遗漏、冗余、错序和误加等。特别地,“跟N一样X”频率最高的偏误为错序,其次是误加和遗漏,而“A有BX”最多的偏误为冗余,其次是错序和遗漏。根据偏误分析,产生偏误的原因以下:一是语言迁移,包括目的语的负迁移和语言规则的过渡泛化;二是学习环境和策略的影响,学习环境的各因素如课堂练习、学习当地方言使用偏好造成了偏误,而留学生在使用等比句时倾向于选择熟悉的句型,抑或与其他比较句混用形成偏误;三是教材编排和教学引导的不足,教材影响着课堂效果,而教师应对学生做出直接引导。因此,针对句式教学,教师可采用“构式—语块”教学法有效输入比较语块,运用认知功能教学法引导学生归纳等比句式结构,并使用任务型教学法结合比较语境教学。
[Abstract]:The comparative sentences in modern Chinese have various forms and are important grammatical categories. Based on the corpus, this paper analyzes the basic syntax, semantic features and pragmatic functions of "X like N" and "A has BX". And the two types of confusing sentence patterns are thoroughly investigated. Based on the interlanguage theory and the error analysis theory, this paper investigates the acquisition of "X like N" and "A have BX" sentence patterns, and analyzes the errors in the acquisition of two sentence patterns, so as to find out the difficulties in the acquisition of foreign students and teachers. Teachers can effectively predict errors in teaching, explain the causes of errors and improve the efficiency of teaching and acquisition. Based on a questionnaire survey on the acquisition of Chinese students in three advanced Chinese classes, this paper summarizes eight variations of "X like N" and "A have BX", and arranges the acquisition order according to the usage of the sentence. The conclusions are as follows: the main errors in the acquisition of "X like N" and "A with BX" are omissions, redundancy, error order and addition. In particular, the highest frequency errors of "X like N" are wrong order, followed by false addition and omission, while "A has BX" is the most redundant, followed by wrong order and omission. According to the error analysis, the reasons for the errors are as follows: first, language transfer, including negative transfer of target language and the generalization of language rules; second, the influence of learning environment and strategies, the factors of learning environment, such as classroom exercises. The preference of learning local dialects results in errors, and students tend to choose familiar sentence patterns or mix with other comparative sentences when they use equal-ratio sentences, and the third is the deficiency of teaching materials arrangement and teaching guidance. The teaching material affects the classroom effect, and the teacher should make the direct guidance to the student. Therefore, for sentence teaching, teachers can use "structure-chunks" teaching method to effectively input comparative chunks, use cognitive function teaching method to guide students to induce equal-scale sentence structure, and use task-based teaching method combined with comparative context teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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