中高级留学生借自动宾式离合词后一语素的动量词习得情况研究

发布时间：2018-11-01 14:20

【摘要】：量词的教学和离合词的教学都是对外汉语教学中比较重要的问题。一方面,借自动宾式离合词后一语素的动量词作为借用动量词下的一个小类,除了具有临时性、开放性的共性之外,还具有不同于其他借用动量词的个性,这与其借自离合词的特性有关。另一方面,对借自离合词的动量词的研究离不开对离合词的探讨,而离合词又是对外汉语教学中的一个重难点,因此留学生在习得此类借用动量词的过程中很容易出现偏误。可见,探究此类借用动量词对量词和离合词的研究及对外汉语教学都具有重要意义。本文从此类借用动量词的本体研究入手,结合CCL语料库中的语料,在对学生可能产生的偏误进行预测的基础上,设计了调查问卷,考察了中高级留学生习得此类借用动量词的情况。通过问卷调查我们发现,中级和高级阶段的留学生间总体上掌握程度差异不大,在使用此类借用动量词时主要存在以下问题:1.在与指示代词搭配问题上,没有意识到动量短语本身就是数和量的结合;2.由目的语规则泛化引起的与数词的搭配问题;3.在动词省略问题上,把焦点放在与借用动量词搭配的动词上;4.忽视从动态角度考虑具体的语境和句式结构的限制。5.对借用动量词构成的动量短语的句法位置把握不准等。因此笔者从留学生的偏误出发,提出了五条教学方面的建议,如注意知识间的衔接和对比、阶段性教学注重分类和总结、语义语法功能教学与实际运用并重等,并以“(跑)步”、“(见)面”、“(吃)惊”、“(打)针”为例进行了教学设计。
[Abstract]:The teaching of classifier and the teaching of disjunctive words are important problems in teaching Chinese as a foreign language. On the one hand, as a subclass of borrowed variable quantifiers, the morphemes of the morpheme after the automatic object collation are different from other borrowed momentum words, in addition to their temporary and open generality. This has something to do with the nature of its borrowed and disjunctive words. On the other hand, the research on momentum words of borrowed words can not be separated from the discussion of them, which is a very important and difficult point in teaching Chinese as a foreign language, so it is easy for foreign students to make mistakes in the process of acquiring such words. Therefore, it is of great significance to explore this kind of borrowing quantifiers for the study of quantifiers and disjunctive words as well as the teaching of Chinese as a foreign language. Based on the ontological study of momentum words and the data in CCL corpus, this paper designs a questionnaire based on the prediction of students' errors. This paper investigates the acquisition of such borrowed momentum words by middle and advanced students. Through the questionnaire, we find that there is little difference in the degree of mastery between intermediate and advanced stage students, and there are the following problems in the use of this kind of borrowed momentum words: 1. In the problem of collocation with demonstrative pronouns, it is not realized that the momentum phrase itself is the combination of number and quantity; 2. The collocation problem with numerals caused by the generalization of target language rules; 3. In the problem of verb ellipsis, the focus is on the verb matched with borrowed quantifier; 4. Ignore the limitations of considering the specific context and sentence structure from a dynamic point of view. 5. The syntactic position of momentum phrases made up of borrowed quantifiers is uncertain. Therefore, starting from the errors of foreign students, the author puts forward five teaching suggestions, such as paying attention to the connection and contrast of knowledge, emphasizing classification and summing up in phased teaching, paying equal attention to the teaching of semantic grammar function and practical application, and so on. And taking "running step", "(see) face", "(eating) shock", "(punching) needle" as an example to carry on the teaching design. "
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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