泰国留学生“了”的习得研究
发布时间：2018-11-06 12:30
【摘要】：文章系统对比了汉语“了”和泰语“????”在句法、语义和语用上的差别,并以北京语言大学HSK动态作文语料库和广西民族大学泰国学生作文中“了”的用例为研究基础,通过偏误分析和习得顺序研究对“了”的中介语系统进行描述。根据偏误分析,当动词后有结果补语时泰国学生最容易遗漏“了_1”,在能愿动词后误加“了_1”,在动词后有后续小句时容易将“了_1”错序。在“V/adj(+O)+了”结构中容易遗漏“2”,在否定结构中容易误加“了_2”,当动词后有简单宾语时容易将“了_2”错序。对“了”的句法结构习得顺序进行研究,得出泰国学生“了”的习得顺序为:“太+adj.+了_2”“快/要+V/数量+了_2”“adj./名/数量+了_2”“V+了_1+物量/时量/动量(+O)”“V1+了_1+(O/数量)+V2”“V+了_2”“不+V/adj+了_2”“别+V+了_1+O”“V+了_1+O”“V+O+了_2”“V+数量(+O)+了_2”“没(有)+V(+O)+了_2”“V+了_1+O/数量+了_2”“V+了_1+V”。最后根据“了”习得顺序和特点对泰国学生“了”的教学排序提出了建议。
[Abstract]:The article systematically compares Chinese "er" with "Thai"? " On the basis of syntactic, semantic and pragmatic differences, and based on the use cases in the dynamic composition corpus of HSK of Beijing language and language University and the Thai students' composition of Guangxi University for nationalities, The interlanguage system is described by error analysis and acquisition sequence study. According to the error analysis, Thai students are the most likely to omit "1" when there is a resultant complement after the verb, to add "_ 1" by mistake after the willing verb, and to misorder "1" when there is a subsequent clause after the verb. It is easy to omit "2" in "V/adj (O)" structure, and "2" in negative structure. It is easy to misorder "2" when there is a simple object after verb. Through the study of the syntactic structure acquisition sequence of the Thai students, it is concluded that the acquisition order of the Thai students is: "too adj." Adj./ name / quantity "V _ 2" V _ 1 volume / time / momentum (O) "V _ 1 (O / quantity) V _ 2" V _ 2 " Adj _ 2 "V _ 1 O" V "V _ O" V _ 2 "V number" (O) "No" () V (O) _ 2 "V _ 1O / quantity _ 2" V ". Finally, according to the acquisition order and characteristics of Thai students, the author puts forward some suggestions on the teaching order of Thai students.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
本文编号：2314264
[Abstract]:The article systematically compares Chinese "er" with "Thai"? " On the basis of syntactic, semantic and pragmatic differences, and based on the use cases in the dynamic composition corpus of HSK of Beijing language and language University and the Thai students' composition of Guangxi University for nationalities, The interlanguage system is described by error analysis and acquisition sequence study. According to the error analysis, Thai students are the most likely to omit "1" when there is a resultant complement after the verb, to add "_ 1" by mistake after the willing verb, and to misorder "1" when there is a subsequent clause after the verb. It is easy to omit "2" in "V/adj (O)" structure, and "2" in negative structure. It is easy to misorder "2" when there is a simple object after verb. Through the study of the syntactic structure acquisition sequence of the Thai students, it is concluded that the acquisition order of the Thai students is: "too adj." Adj./ name / quantity "V _ 2" V _ 1 volume / time / momentum (O) "V _ 1 (O / quantity) V _ 2" V _ 2 " Adj _ 2 "V _ 1 O" V "V _ O" V _ 2 "V number" (O) "No" () V (O) _ 2 "V _ 1O / quantity _ 2" V ". Finally, according to the acquisition order and characteristics of Thai students, the author puts forward some suggestions on the teaching order of Thai students.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
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