發(fā)布時(shí)間：2018-03-16 08:55

  本文選題：動(dòng)結(jié)式述補(bǔ)結(jié)構(gòu)　切入點(diǎn)：美國(guó)學(xué)生　出處：《南京大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：本文以美國(guó)學(xué)生漢語(yǔ)動(dòng)結(jié)式述補(bǔ)結(jié)構(gòu)習(xí)得發(fā)展情況為研究的課題,采用對(duì)兩名美國(guó)學(xué)生跟蹤調(diào)查研究與基于“美國(guó)學(xué)生漢語(yǔ)作文縱向語(yǔ)料庫(kù)”的語(yǔ)料分析相結(jié)合的研究方法,對(duì)美國(guó)學(xué)生在漢語(yǔ)動(dòng)結(jié)式述補(bǔ)結(jié)構(gòu)習(xí)得過程中的數(shù)量分布、正誤情況及習(xí)得過程進(jìn)行量化分析。口語(yǔ)方面,在對(duì)兩名美國(guó)學(xué)生分別進(jìn)行了長(zhǎng)達(dá)7個(gè)月的跟蹤調(diào)查所得語(yǔ)料基礎(chǔ)上,通過橫向?qū)Ρ扰c縱向分析相結(jié)合的方法,從正確率、自主使用與句法生成、各句式習(xí)得順序、回避與泛化、多樣性、習(xí)得階段等角度對(duì)二人語(yǔ)料進(jìn)行分析,總結(jié)并對(duì)比兩人的發(fā)展過程和特點(diǎn)。并在此基礎(chǔ)上與筆語(yǔ)語(yǔ)料分析相結(jié)合,分析筆語(yǔ)在正確率、習(xí)得順序、泛化等方面的發(fā)展規(guī)律,總結(jié)口語(yǔ)發(fā)展與筆語(yǔ)發(fā)展特點(diǎn)的差異,探討學(xué)習(xí)者動(dòng)結(jié)式發(fā)展的難點(diǎn),并針對(duì)相應(yīng)項(xiàng)目對(duì)外漢語(yǔ)教學(xué)提出有效建議。 本文共分五個(gè)部分：第一部分介紹了文章的選題理由與研究意義、研究對(duì)象、語(yǔ)料來源和主要研究方法。本文采用的縱向追蹤分析方法在動(dòng)結(jié)式述補(bǔ)結(jié)構(gòu)習(xí)得上鮮少人用,彌補(bǔ)了此方面的缺失。 第二部分對(duì)以往研究進(jìn)行綜述,在二語(yǔ)習(xí)得和對(duì)外漢語(yǔ)教學(xué)研究領(lǐng)域,對(duì)動(dòng)結(jié)式習(xí)得的研究主要集中于橫向調(diào)查而缺少縱向分析,調(diào)查對(duì)象多集中于亞洲國(guó)家,缺少針對(duì)歐美國(guó)家學(xué)習(xí)者的研究,故有進(jìn)一步研究的必要性。 第三部分,對(duì)轉(zhuǎn)寫成文本的錄音進(jìn)行了有效語(yǔ)料的提取,并進(jìn)行數(shù)據(jù)統(tǒng)計(jì),在此基礎(chǔ)上對(duì)所得有效語(yǔ)料進(jìn)行了橫向?qū)Ρ确治龊涂v向的發(fā)展過程研究,得到兩名學(xué)生動(dòng)結(jié)式發(fā)展習(xí)得階段。發(fā)現(xiàn)句法啟動(dòng)在初級(jí)階段動(dòng)結(jié)式口語(yǔ)輸出中的重要作用,以及動(dòng)結(jié)式口語(yǔ)發(fā)展中面臨的多樣性問題。同時(shí)發(fā)現(xiàn)兩名學(xué)生有各自獨(dú)特的習(xí)得風(fēng)格和個(gè)性,初中級(jí)階段學(xué)生的口語(yǔ)發(fā)展較快但不穩(wěn)定,而中高級(jí)階段學(xué)生發(fā)展較穩(wěn)定,出現(xiàn)了時(shí)長(zhǎng)約一個(gè)月的回落期,之后的動(dòng)結(jié)式發(fā)展有了質(zhì)的提升。 第四部分,通過從“美國(guó)學(xué)生漢語(yǔ)作文縱向語(yǔ)料庫(kù)”中提取有效語(yǔ)料,從其正確率、正確使用頻率、泛化等方面進(jìn)行分析,得出筆語(yǔ)的發(fā)展規(guī)律,以及各類動(dòng)結(jié)式的習(xí)得順序。 第五部分進(jìn)行結(jié)語(yǔ),結(jié)合前文分析,比照前人的研究成果得出美國(guó)學(xué)生動(dòng)結(jié)式的習(xí)得發(fā)展呈螺旋上升趨勢(shì)。根據(jù)本研究得出的一系列結(jié)果,對(duì)動(dòng)結(jié)式教學(xué)有一些建議：句法啟動(dòng)在各個(gè)階段有其不同意義；教師應(yīng)注重課堂操練時(shí)的示范作用：學(xué)生的興趣更是不能忽視的因素；在學(xué)習(xí)者的不同習(xí)得階段應(yīng)當(dāng)采取針對(duì)性的教學(xué)方法。在初級(jí)階段的課堂操練環(huán)節(jié),教師可以用動(dòng)詞一致的啟動(dòng)方式,引導(dǎo)學(xué)生盡量多地使用動(dòng)結(jié)式。而在高級(jí)階段,通過提供適當(dāng)?shù)恼Z(yǔ)篇環(huán)境來引導(dǎo)學(xué)生使用動(dòng)結(jié)式,可以提高學(xué)生在復(fù)雜的語(yǔ)境下使用動(dòng)結(jié)式的正確率。如在學(xué)習(xí)者的幾個(gè)關(guān)鍵發(fā)展期,要選用不同方法。
[Abstract]:This paper focuses on the development of the acquisition of verb-resultant verbatim complement structure among American students, and adopts the research method of combining the two American students' tracking research with the corpus analysis based on the Longitudinal Corpus of American students' Chinese composition. This paper analyzes quantitatively the quantitative distribution, positive and wrong situation and acquisition process in the acquisition of Chinese verb-resultant verb-complement structure by American students. On the basis of a follow-up survey of two American students for 7 months, this paper combines horizontal contrast with vertical analysis to analyze the accuracy, autonomous use and syntactic generation, and the acquisition order of each sentence pattern. From the angles of avoidance and generalization, diversity and acquisition stage, this paper analyzes the two persons' language data, summarizes and compares their development process and characteristics. On this basis, it combines with pen corpus analysis to analyze the correct rate and acquisition order of pen language. This paper summarizes the differences between spoken language development and pen language development, probes into the difficulties of learners' verb-resultant development, and puts forward some effective suggestions for the corresponding items of teaching Chinese as a foreign language. This paper is divided into five parts: the first part introduces the reasons and significance of the topic, the research object, the source of the corpus and the main research methods. To make up for the lack of this aspect. The second part is a review of previous studies. In the field of second language acquisition and teaching Chinese as a foreign language, the research on dynamic resultant acquisition is mainly focused on horizontal investigation and lack of longitudinal analysis, and the survey is mostly focused on Asian countries. Lack of study for European and American learners, so there is a need for further research. In the third part, the effective corpus is extracted, and the data is counted. On this basis, the horizontal comparative analysis and the longitudinal development process of the effective corpus are carried out. It is found that syntactic priming plays an important role in the output of verb-resultant oral English in the primary stage. At the same time, it is found that the two students have their own unique acquisition style and personality, the students' oral language development is fast but unstable in the early and middle stage, but the development of the middle and advanced stage students is more stable. There is a period of about a month of decline, and then the dynamic development has a qualitative improvement. In the 4th part, the effective corpus is extracted from the Longitudinal Corpus of American students' Chinese composition, and its correct rate, correct use frequency, generalization and so on are analyzed, and the rules of the development of pen language are obtained. And all kinds of dynamic resultant acquisition sequence. The conclusion of the 5th part, combined with the previous analysis, shows that the development of the dynamic resultant acquisition of American students is spiraling upward, according to a series of results obtained in this study. There are some suggestions to the dynamic resultant teaching: the syntactic start has its different meaning in each stage, the teacher should pay attention to the demonstration function in the classroom practice, the student's interest is the factor which can't be ignored; In different stages of learners' acquisition, we should adopt targeted teaching methods. In the primary stage of classroom practice, teachers can guide students to use verb-resultant as much as possible in the initial stage of classroom practice, and in the advanced stage, By providing an appropriate discourse environment to guide students to use the verb-resultant, the correct rate of using the verb-resultant in the complex context can be improved. For example, different methods should be used in several key development periods of the learners.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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本文編號(hào)：1619198