【摘要】： 平比是人類共有的認(rèn)知活動(dòng),這一語(yǔ)義在英語(yǔ)和漢語(yǔ)中都存在,但是具體的語(yǔ)義范疇和句法形式卻不完全相同。因此,兩種語(yǔ)言中平比句式的多樣性和不對(duì)稱性共同決定了其在對(duì)外漢語(yǔ)教學(xué)中具有重要的地位。 本文采取語(yǔ)料庫(kù)研究與調(diào)查問(wèn)卷研究相結(jié)合的方法,以英語(yǔ)背景學(xué)生為調(diào)查對(duì)象,考察他們“跟”、“像”和“有”三類平比句的六個(gè)句式的習(xí)得情況。我們通過(guò)語(yǔ)料庫(kù)和調(diào)查問(wèn)卷研究分別得到了六個(gè)平比句式的習(xí)得順序,這兩種方法得到的習(xí)得順序完全一樣,并且具有統(tǒng)計(jì)學(xué)上的意義。在此基礎(chǔ)上,我們對(duì)英語(yǔ)背景學(xué)生六個(gè)平比句式的習(xí)得過(guò)程進(jìn)行了分析,描述了不同學(xué)時(shí)等級(jí)學(xué)生習(xí)得這六個(gè)句式時(shí)的特點(diǎn)和規(guī)律,并且提出平比句式習(xí)得的過(guò)程中包含著學(xué)生語(yǔ)義認(rèn)知的習(xí)得,以及平比句式語(yǔ)法功能細(xì)化的過(guò)程。這些都充分展示出,英語(yǔ)背景學(xué)生在習(xí)得平比句式時(shí)的創(chuàng)造力和積極性。 文章共分為六個(gè)部分。第一部分說(shuō)明了平比句式的定義、基本組成要素和我們研究的六個(gè)句式的選取依據(jù)。第二部分對(duì)漢語(yǔ)中平比句式的本體研究以及習(xí)得研究進(jìn)行了梳理。第三部分闡述了研究的目標(biāo)和意義。第四部分先說(shuō)明了研究方法和對(duì)數(shù)據(jù)的具體處理步驟,進(jìn)而在此基礎(chǔ)上展開(kāi)了對(duì)六個(gè)平比句式習(xí)得順序和習(xí)得過(guò)程的分析。第五部分探討了影響習(xí)得順序和習(xí)得過(guò)程的三個(gè)因素。最后一個(gè)部分得出本文的研究結(jié)論,并提出了針對(duì)英語(yǔ)背景學(xué)生平比句式教學(xué)的建議。
[Abstract]:Pingbi is a common cognitive activity, which exists in both English and Chinese, but the specific semantic categories and syntactic forms are not identical. Therefore, the diversity and asymmetry of the two languages determine their important position in the teaching of Chinese as a foreign language. This paper adopts the method of corpus-based research and questionnaire research to investigate the acquisition of six syntactic patterns of "follow", "Xiang" and "you" among English background students. We have obtained the acquisition order of six equal-ratio sentence patterns by corpus-based and questionnaire studies respectively. The acquisition order obtained by these two methods is identical and statistically significant. On this basis, we analyze the acquisition process of the six parallel sentence patterns of English background students, and describe the characteristics and rules of the acquisition of these six sentence patterns by students at different levels of school hours. It also points out that the acquisition of EQ sentence includes the acquisition of students' semantic cognition and the refinement of grammatical function. All of these fully demonstrate the creativity and motivation of English background students in the acquisition of EQ sentence patterns. The article is divided into six parts. The first part explains the definition of the Pingbi sentence pattern, the basic elements and the selection basis of the six sentence patterns we studied. In the second part, the ontological study and acquisition study of the sentence structure in Chinese are combed out. The third part elaborated the research goal and the significance. The fourth part first explains the research methods and the specific processing steps of the data, and then analyzes the acquisition sequence and acquisition process of the six parallel sentence patterns. The fifth part discusses the three factors that influence the acquisition sequence and acquisition process. The last part draws the conclusion of this paper and puts forward some suggestions for English background students.
【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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本文編號(hào)：2404133