本文選題：篇章　切入點(diǎn)：篇章銜接　出處：《北京語(yǔ)言大學(xué)》2009年碩士論文

【摘要】： 本文以前人對(duì)外漢語(yǔ)篇章語(yǔ)言學(xué)理論、篇章習(xí)得研究成果以及寫作教學(xué)、篇章教學(xué)等研究為指導(dǎo),采用偏誤分析、數(shù)據(jù)統(tǒng)計(jì)、定性與定量相結(jié)合的方法,通過(guò)對(duì)大量美國(guó)中高年級(jí)漢語(yǔ)作為第二語(yǔ)言學(xué)習(xí)者的作文材料進(jìn)行分析,考察其作文中指稱方法的運(yùn)用情況,以及各種指稱手段的習(xí)得順序。文章以銜接力能力的強(qiáng)弱為標(biāo)準(zhǔn),選取了四種指稱方式,它們分別是:零形代詞、代詞、指示語(yǔ)(單用)、指示成分+話語(yǔ)名詞。在選取研究語(yǔ)料時(shí),選取了美國(guó)大學(xué)生為研究被試,均為漢語(yǔ)作為第二語(yǔ)言學(xué)習(xí)者,研究中選取了能代表漢語(yǔ)中、高級(jí)學(xué)習(xí)者的哈佛大學(xué)(包括耶魯大學(xué)、芝加哥大學(xué)、麻省理工學(xué)院等其他學(xué)校學(xué)生,均在哈佛修中文課)的三、五兩個(gè)年級(jí)學(xué)生的書面語(yǔ)作文材料,重點(diǎn)考察中高級(jí)漢語(yǔ)學(xué)習(xí)者習(xí)得以上四種銜接手段時(shí),是否存在一定的順序,并嘗試解釋所得結(jié)論。通過(guò)統(tǒng)計(jì)分析與計(jì)算,我們得出了以下初步的結(jié)論:(1)三、五年級(jí)在零形代詞、指示語(yǔ)方面的偏誤頻次具有顯著差異,在人稱代詞指稱方面,三、五年級(jí)的偏誤頻次接近顯著差異,且三年級(jí)的錯(cuò)誤頻次仍多于五年級(jí);(2)在三年級(jí)內(nèi)部,零形代詞、人稱代詞、指示語(yǔ)方面的錯(cuò)誤頻次依次增加,并表現(xiàn)出明顯差異,五年級(jí)內(nèi)部表現(xiàn)出同樣的趨勢(shì);(3)在人稱代詞、指示語(yǔ)的語(yǔ)體風(fēng)格錯(cuò)誤方面,三、五年級(jí)學(xué)生的錯(cuò)誤頻次沒(méi)有顯著差異,也就是說(shuō),中高年級(jí)的漢語(yǔ)學(xué)習(xí)者均存在著指示語(yǔ)語(yǔ)體風(fēng)格的偏誤類型,不過(guò)值得注意的是,在絕對(duì)數(shù)量上,只有這一項(xiàng)是五年級(jí)的偏誤頻次高于三年級(jí)。后文討論并嘗試解釋了出現(xiàn)這種情況的原因,并在文章的最后比對(duì)了中美對(duì)外漢語(yǔ)教材各一套,考察以上銜接手段在各種教材中呈現(xiàn)方式、呈現(xiàn)量的多少,以及各自的講練特點(diǎn),并希望就此為教材編寫、課程設(shè)計(jì)提供一些參考意見(jiàn)。
[Abstract]:Under the guidance of the previous researches on text linguistics theory, text acquisition, writing teaching and text teaching, this paper adopts the methods of error analysis, data statistics, qualitative and quantitative analysis, and so on. Based on the analysis of a large number of compositions of senior Chinese as a second language learner in the United States, this paper investigates the usage of referential methods in their compositions and the acquisition order of various referential devices. Four kinds of referential methods are selected, they are zero pronoun, pronoun, deixis (single use, demonstrative component discourse noun). All are Chinese as second language learners. In the study, three students from Harvard University (including Yale University, the University of Chicago, the Massachusetts Institute of Technology, etc.) who can represent advanced Chinese learners, took Chinese classes at Harvard. The written composition materials of the fifth and second graders, focusing on whether there is a certain order in the acquisition of the above four cohesive devices by middle and advanced Chinese learners, and trying to explain the conclusions, through statistical analysis and calculation. We draw the following preliminary conclusions: third grade, fifth grade has significant difference in the frequency of errors in zero form pronoun, and in personal pronoun reference, the frequency of third and fifth grade errors is close to significant difference. Moreover, the frequency of errors in grade 3 is still higher than that in grade 5 (2) within grade 3, the frequency of errors in zero-shaped pronouns, personal pronouns and deixis increases in turn, and there are obvious differences, while in grade 5 there is a similar trend in personal pronouns. In terms of stylistic errors in deixis, there is no significant difference in the frequency of errors among the third and fifth graders, that is to say, Chinese learners in middle and high grades all have errors in the style of deixis, but it is worth noting that, In absolute terms, only this item is the fifth grade with a higher frequency of errors than the third grade. Later on, we discuss and try to explain the reasons for this situation, and at the end of the article, we compare one set of Chinese teaching materials for China and the United States as a foreign language. This paper examines the above cohesive devices in various textbooks, the amount of presentation, as well as each of the characteristics of practice, and hope to provide some reference for the compilation of textbooks and curriculum design.
【學(xué)位授予單位】：北京語(yǔ)言大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

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