本文關(guān)鍵詞： 接應(yīng)代詞 話題結(jié)構(gòu) 關(guān)系結(jié)構(gòu) 被動(dòng)句 第二語言習(xí)得　出處：《安徽大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：漢語代詞“他”是我們?cè)谌粘＝涣髦薪?jīng)常用到的詞,“他”有很多用法,包括指稱用法、虛指用法、約束用法、接應(yīng)用法等。本文主要研究“他”的接應(yīng)用法以及留學(xué)生習(xí)得的相關(guān)情況,通過調(diào)查和分析來發(fā)現(xiàn)其中的規(guī)律和問題,為留學(xué)生二語習(xí)得提供一些指導(dǎo)和建議。接應(yīng)代詞“他”主要出現(xiàn)在漢語的話題結(jié)構(gòu)、關(guān)系結(jié)構(gòu)和被動(dòng)句中,“他”是否在這些結(jié)構(gòu)中出現(xiàn)包括三種情況：“他”呈顯性狀態(tài),“他”呈隱性狀態(tài)和“他”自由出現(xiàn)。本文首先歸納和總結(jié)了“他”在這些結(jié)構(gòu)中的隱現(xiàn)規(guī)律,在此基礎(chǔ)上,我們研究發(fā)現(xiàn),在等同類雙賓語句中,“他”和親屬稱謂或稱呼同指時(shí),“他”自由出現(xiàn)；“他”和非親屬稱謂及稱呼同指時(shí),“他”需要呈顯性狀態(tài)。另外,本文還分析了可以進(jìn)入這些結(jié)構(gòu)的動(dòng)詞。為了研究母語不同的成人留學(xué)生習(xí)得漢語接應(yīng)代詞的情況,我們以真值判斷的形式進(jìn)行問卷調(diào)查,研究俄語組、韓語組及西班牙語組留學(xué)生判斷漢語接應(yīng)代詞的相關(guān)情況,并用SPSS對(duì)調(diào)查結(jié)果進(jìn)行統(tǒng)計(jì)分析,得出以下結(jié)論：第一,普遍語法UG認(rèn)為不同語言環(huán)境中的孩子在“初始狀態(tài)”下通過學(xué)習(xí),可以很快地掌握語言,成人則會(huì)受限制。Hawkins and Chan通過研究母語為漢語的成人學(xué)習(xí)者習(xí)得英語限制性關(guān)系從句的情況,支持了這個(gè)觀點(diǎn)。本文通過研究三組留學(xué)生習(xí)得漢語接應(yīng)代詞的情況,發(fā)現(xiàn)留學(xué)生與母語使用者判斷接應(yīng)代詞的差異極顯著。通過分析留學(xué)生與母語使用者判斷接應(yīng)代詞的差異結(jié)果,我們認(rèn)為成人留學(xué)生不能完全習(xí)得漢語接應(yīng)代詞,這也從反面證實(shí)了Hawkins and Chan的觀點(diǎn)；第二,母語不同的成人留學(xué)生判斷漢語接應(yīng)代詞的差異性不顯著,被試母語的主效應(yīng)差異不顯著；第三,漢語包含接應(yīng)代詞的結(jié)構(gòu)中,成人留學(xué)生最容易習(xí)得的是話題結(jié)構(gòu)；第四,不同水平的成人留學(xué)生判斷漢語接應(yīng)代詞的差異性顯著,被試水平的主效應(yīng)差異明顯。通過“HSK動(dòng)態(tài)作文語料庫”的調(diào)查,我們發(fā)現(xiàn)留學(xué)生習(xí)得接應(yīng)代詞的順序依次為話題結(jié)構(gòu)接應(yīng)代詞,被動(dòng)句接應(yīng)代詞和關(guān)系結(jié)構(gòu)接應(yīng)代詞。另外從話題結(jié)構(gòu)、關(guān)系結(jié)構(gòu)和被動(dòng)句的整體準(zhǔn)確率來看,都沒有達(dá)到90%,我們認(rèn)為留學(xué)生沒有完全習(xí)得接應(yīng)代詞,這也與問卷調(diào)查的結(jié)果達(dá)成了一致。通過對(duì)留學(xué)生接應(yīng)代詞偏誤的分析,總結(jié)出話題結(jié)構(gòu)接應(yīng)代詞偏誤主要為接應(yīng)代詞的誤用,接應(yīng)代詞的錯(cuò)序；關(guān)系結(jié)構(gòu)接應(yīng)代詞偏誤主要為量詞結(jié)構(gòu)使用不當(dāng),接應(yīng)代詞的誤用；被動(dòng)句接應(yīng)代詞偏誤主要為接應(yīng)代詞的誤用,和其它成分的雜糅兩種情況。我們分析了這些偏誤產(chǎn)生的原因并提出了相關(guān)建議。最后,通過對(duì)教材的調(diào)查,我們發(fā)現(xiàn)教材中出現(xiàn)了“他”的指稱用法和一般約束用法,卻沒有“他”的虛指用法和接應(yīng)用法,因此我們也對(duì)教材的編寫提出了一些意見和建議。教材是基礎(chǔ),但是將教材內(nèi)容傳遞給留學(xué)生的是教師,因此我們對(duì)課堂教學(xué)提出了三點(diǎn)建議：第一,教師要明確相關(guān)知識(shí)點(diǎn),并在教學(xué)過程中貫徹任務(wù)教學(xué)法的思想；第二,教授中適當(dāng)運(yùn)用對(duì)比分析；第三,重視練習(xí)、復(fù)習(xí)和鞏固。
[Abstract]:Chinese Pronoun "he" is often used in our daily communication in the word, "he" has many uses, including the alleged false usage, usage, usage constraints, the application method and so on. This paper mainly studies the "he" takes the usage and relevant situations of the acquisition of foreign students, through the investigation and analysis to find rules and the question is, for the students in the two language acquisition provides some guidance and suggestions. Resumptive pronoun "he" mainly appeared in Chinese topic structures, the relationship between structure and passive sentences, "he" appears in these structures includes three kinds of situations: "he" was the dominant state, "he" is a hidden state and "he" freedom. This paper firstly summarized and summed up the "implied rules he" in these structures, on the basis of this, we found that in other similar double object sentences, "he" and kinship or call the same finger, "he" Freedom; "he" and non kinship terms and names the same means, "he" need is apparent. In addition, this paper also analyzes the structure of these verbs can enter. In order to study the language of different adult learners resumptive pronoun case, we judge to the true value in the form of questionnaire, research Russian group, group and group related Korean Spanish students to judge Chinese resumptive pronouns, and the results were analyzed by SPSS, draw the following conclusions: first, the universal grammar UG that different language environment in children through learning in the initial state, you can quickly master the language, adults will be affected by the.Hawkins and Chan limited through the study of Chinese adult learners of English Restrictive Relative clauses, supports this view. Through the study of three groups of students in learning Chinese Resumptive pronoun case, found that students and native speakers to determine the differences resumptive pronoun was significant. Through the analysis of students and native speakers to determine differences between the results of resumptive pronouns, we think that the adult students cannot acquire Chinese resumptive pronouns from the opposite side, which confirmed the Hawkins and Chan view; second adults from different countries students determine the differences of Chinese resumptive pronoun is not significant, the main effect was not significant difference between mother tongue; third, the structure of the Chinese contains resumptive pronoun in the adult students most likely acquisition is the topic structure; fourth, different levels of adult students to judge the significant differences between Chinese resumptive pronoun, the main differences between subjects the effect level is obvious. Through investigation of "HSK dynamic composition corpus, we found that foreign students' acquisition of resumptive pronouns in sequence of topic structure is resumptive pronoun. Sentence resumptive pronouns and relational structure. In addition resumptive pronouns from the topic structure, the relationship between the structure and the overall accuracy rate of passive sentences, have not reached 90%, we believe that the students did not complete the acquisition of resumptive pronouns, results and survey agreed. Based on the analysis of errors in students. Pronouns, summary the topic structure of resumptive pronoun errors are mainly for the misuse of resumptive pronoun, resumptive pronoun wrong order; the relationship between the structure resumptive pronoun errors are mainly for the improper use of quantifiers, resumptive pronoun misuse; passive sentence resumptive pronoun errors are mainly for misuse of resumptive pronouns, and other components of the mixture of two kinds of cases. We analyzed these the reasons of the mistakes and put forward relevant proposals. Finally, through the investigation of teaching materials, we found that the textbook appeared "referential and general usage constraints, but not" he "he "Virtual usage and collusion usage, so we also to the preparation of teaching materials and puts forward some opinions and suggestions. Teaching material is the foundation, but the contents in the textbook passed to students is a teacher, so we on classroom teaching and puts forward three suggestions: first, teachers should define the relevant knowledge, and carry out the task teaching method in the process of teaching ideas; second, comparative analysis of the proper use of Professor; third, pay attention to practice, review and consolidate.

【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H195

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