韩国留学生汉语反身代词照应功能习得研究
发布时间：2018-10-31 18:08
【摘要】：现代汉语中的反身代词包括简单反身代词“自己”和复合反身代词两类。作为照应语,按照其所处的具体位置有宾位、主位、领位照应三种情况。另外,根据反身代词与其先行语之间照应距离的长短,宾位照应涉及约束语域、句子及超句三个语言层面;主位、领位照应则都只涉及句子及超句两个语言层面。根据我们梳理的本体规则,本文第二章对韩国留学生汉语反身代词宾位照应用法的习得情况进行了考察,发现其习得特点如下:用例数量由高到低的排序是:句子照应 约束照应超句照应。而且,照应距离的长短以及习得的正确率都与学习水平之间呈正相关关系。就偏误用例而言,最多的偏误类型是误代,错序次之。误代和错序都包括反身代词本身的偏误以及其他成分的偏误两类。其中,前者属于语际偏误;后者主要是语内偏误。本文第三章对韩国留学生汉语反身代词主位照应用法的习得情况进行了考察,发现其习得特点如下:用例数量由高到低的排序是:句子照应Ⅲ句子照应Ⅱ句子照应Ⅰ超句照应。而且,反身代词与先行语之间的照应距离与韩国留学生的学习水平之间呈正相关关系。但是,习得的正确率与学习水平之间却是负相关关系。就偏误用例而言,最多的偏误类型是误代,错序次之。本文第四章对韩国留学生汉语反身代词领位照应用法的习得情况进行了考察,发现其习得特点如下:用例数量由高到低的排序是:句子照应用法Ⅱ句子照应用法Ⅰ超句照应。而且,照应距离的长短以及习得的正确率都与学习水平之间呈正相关关系。就偏误用例而言,最多的偏误类型是误代,遗漏次之。本文第五章综合前文的考察结果,得出韩国留学生汉语反身代词照应用法的习得难度排序(由易到难):领位照应主位照应宾位照应。并且,对教学大纲以及教材中反身代词的设置情况进行了考察。在此基础上,分别对教学大纲、教材的编排以及对外汉语课堂教学提出了几点具体建议。
[Abstract]:Reflexive pronouns in modern Chinese include simple reflexive pronouns "self" and compound reflexive pronouns. As anaphora, according to its specific position there are three kinds of cases: object, theme and lead anaphora. In addition, according to the length of anaphora distance between the reflexive pronoun and its antecedents, the object anaphora refers to three linguistic levels: the constraint register, the sentence and the supersentence, while the theme and the leading anaphora relate only to the sentence and the supersentence. According to the Noumenon rules, the second chapter investigates the acquisition of the anaphora of reflexive pronouns in Korean students. The acquisition characteristics are as follows: the order of the number of use cases from high to low is: sentence anaphora constraint anaphora supersentence anaphora. Moreover, the length of reference distance and the correct rate of acquisition are positively correlated with learning level. In the case of error use, the most common type of error is the wrong generation, followed by the wrong order. Both mispronoun and misorder include the errors of reflexive pronouns and the errors of other components. Among them, the former belongs to interlingual bias, while the latter is mainly intra-lingual error. In the third chapter, the author investigates the acquisition of Chinese reflexive pronoun thematic anaphora by Korean students, and finds that the acquisition characteristics are as follows: the order of the number of use cases from high to low is: sentence anaphora 鈪，
本文编号：2303116
[Abstract]:Reflexive pronouns in modern Chinese include simple reflexive pronouns "self" and compound reflexive pronouns. As anaphora, according to its specific position there are three kinds of cases: object, theme and lead anaphora. In addition, according to the length of anaphora distance between the reflexive pronoun and its antecedents, the object anaphora refers to three linguistic levels: the constraint register, the sentence and the supersentence, while the theme and the leading anaphora relate only to the sentence and the supersentence. According to the Noumenon rules, the second chapter investigates the acquisition of the anaphora of reflexive pronouns in Korean students. The acquisition characteristics are as follows: the order of the number of use cases from high to low is: sentence anaphora constraint anaphora supersentence anaphora. Moreover, the length of reference distance and the correct rate of acquisition are positively correlated with learning level. In the case of error use, the most common type of error is the wrong generation, followed by the wrong order. Both mispronoun and misorder include the errors of reflexive pronouns and the errors of other components. Among them, the former belongs to interlingual bias, while the latter is mainly intra-lingual error. In the third chapter, the author investigates the acquisition of Chinese reflexive pronoun thematic anaphora by Korean students, and finds that the acquisition characteristics are as follows: the order of the number of use cases from high to low is: sentence anaphora 鈪，
本文编号：2303116
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