漢語(yǔ)水平和母語(yǔ)背景對(duì)二語(yǔ)學(xué)習(xí)者漢語(yǔ)量詞習(xí)得的影響研究
發(fā)布時(shí)間：2021-07-30 07:23
近年來(lái),越來(lái)越多的二語(yǔ)習(xí)得研究者開(kāi)始關(guān)注漢語(yǔ)作為二語(yǔ)（CSL）的習(xí)得研究。雖然已有大量關(guān)于漢語(yǔ)量詞特征、漢語(yǔ)母語(yǔ)習(xí)得和漢語(yǔ)二語(yǔ)習(xí)得的研究成果,但鮮有研究關(guān)注語(yǔ)言水平和母語(yǔ)背景在量詞習(xí)得中的作用。有鑒于此,本研究旨在調(diào)查漢語(yǔ)水平和母語(yǔ)背景對(duì)漢語(yǔ)量詞習(xí)得的影響。具體關(guān)注量詞結(jié)構(gòu)習(xí)得、量詞語(yǔ)義習(xí)得和量詞綜合運(yùn)用。參與本研究的受試共120名,英語(yǔ)和老撾語(yǔ)背景各60名,他們按照語(yǔ)言水平被劃分為初、中、高三個(gè)語(yǔ)言水平組。40名漢語(yǔ)本族語(yǔ)者作為對(duì)照組也參加了研究。本研究使用的數(shù)據(jù)收集工具包括語(yǔ)法判斷任務(wù)、描寫任務(wù)和寫作任務(wù),分別收集學(xué)習(xí)者量詞結(jié)構(gòu)語(yǔ)法判斷數(shù)據(jù)、量詞語(yǔ)義限制習(xí)得數(shù)據(jù)和量詞綜合運(yùn)用數(shù)據(jù)。研究發(fā)現(xiàn),漢語(yǔ)水平與量詞結(jié)構(gòu)習(xí)得關(guān)系緊密。漢語(yǔ)學(xué)習(xí)者對(duì)指量結(jié)構(gòu)和不定量結(jié)構(gòu)的語(yǔ)法判斷成績(jī)隨語(yǔ)言水平提高而提高。數(shù)據(jù)表明,他們較早習(xí)得數(shù)量名結(jié)構(gòu),但未能習(xí)得形容詞插入結(jié)構(gòu)。漢語(yǔ)水平對(duì)數(shù)量名結(jié)構(gòu)和形容詞插入結(jié)構(gòu)的影響不明顯,形容詞插入結(jié)構(gòu)的習(xí)得與學(xué)習(xí)者漢語(yǔ)水平不相稱。老撾語(yǔ)和英語(yǔ)組對(duì)四個(gè)結(jié)構(gòu)的判斷不存在顯著差異。換言之,學(xué)習(xí)者對(duì)量詞結(jié)構(gòu)的語(yǔ)法判斷并未因母語(yǔ)背景的不同而體現(xiàn)出顯著差異,表明母語(yǔ)背景并未對(duì)量詞結(jié)構(gòu)...
【文章來(lái)源】：山東大學(xué)山東省 211工程院校 985工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：249 頁(yè)
【學(xué)位級(jí)別】：博士
【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose and Method of the Study
1.4 Significance of the Study
1.5 Organization of the Dissertation
Chapter Two Literature Review
2.1 Introduction
2.2 Classifiers in Chinese Language
2.2.1 Definitions of Chinese Classifiers
2.2.2 Classification of Chinese Classifiers
2.2.3 Working Definition of Classifiers in the Study
2.3 Properties of Chinese Classifiers
2.3.1 Syntactic Properties of Chinese Classifiers
2.3.2 Semantic Properties of Chinese Classifiers
2.3.3 Pragmatic Properties of Chinese Classifiers
2.4 Studies on L1 Acquisition of Chinese Classifiers
2.4.1 Studies on the Acquisition Order of Chinese Classifiers
2.4.2 Studies on the Acquisition of Different Types of Chinese Classifiers
2.5 Studies on L2 Acquisition of Chinese Classifiers
2.5.1 Studies on Classifier Errors
2.5.2 Studies on the Effect Factors for Acquisition of Chinese Classifiers
2.5.3 Studies on the Effect of Chinese Proficiency and LI Background
2.6 Classifiers in Lao and Quantifying Constructions in English
2.7 Research Gaps and Research Questions
2.8 Chapter Summary
Chapter Three Methodology
3.1 Introduction
3.2 Participants
3.3 Sources of Data
3.3.1 Judgment Task
3.3.2 Description Task
3.3.3 Writing Task
3.4 Data Collection
3.4.1 Selecting and Grouping Participants
3.4.2 Conducting the Pilot Study
3.4.3 Conducting the Main Study
3.5 Data Analysis
3.5.1 Coding and Scoring for Judgment Task
3.5.2 Coding and Scoring for Description Task
3.5.3 Coding and Scoring for Writing Task
3.5.4 Statistical Treatment of the Data
3.6 Chapter Summary
Chapter Four The Acquisition of Classifier Constructions
4.1 Introduction
4.2 Acquisition of Classifier Constructions at Different Proficiency Levels
4.2.1 Acquisition of Classifier Constructions at Low Level
4.2.2 Acquisition of Classifier Constructions at Intermediate Level
4.2.3 Acquisition of Classifier Constructions at High Level
4.2.4 Cross-Level Patterns and Discrepancies
4.3 Acquisition of Classifier Constructions with Different L1 Backgrounds
4.3.1 Acquisition of Classifier Constructions by the English Group
4.3.2 Acquisition of Classifier Constructions by the Lao Group
4.3.3 Between-Group Similarities and Differences
4.4 Effects of Classifier Type on the Acquisition of Classifier Constructions
4.5 Interaction of Classifier Constructions, Proficiency, and Classifier Type
4.6 Chapter Summary
Chapter Five The Acquisition of Semantic Constraints
5.1 Introduction
5.2 Acquisition of Semantic Constraints at Different Proficiency Levels
5.2.1 Acquisition of Semantic Constraints at Low Level
5.2.2 Acquisition of Semantic Constraints at Intermediate Level
5.2.3 Acquisition of Semantic Constraints at High Level
5.2.4 Cross-Level Patterns and Discrepancies
5.3 Acquisition of Semantic Constraints with Different L1 Backgrounds
5.3.1 Acquisition of Semantic Constraints by the English Group
5.3.2 Acquisition of Semantic Constraints by the Lao Group
5.3.3 Between-Group Similarities and Differences
5.4 Effect of Semantic Categories on the Acquisition of Semantic Constraints
5.5 Chapter Summary
Chapter Six The Integrative Use of Chinese Classifiers
6.1 Introduction
6.2 Use of Classifiers at Different Proficiency Levels
6.2.1 Use of Classifiers at Low Level
6.2.2 Use of Classifiers at Intermediate Level
6.2.3 Use of Classifiers at High Level
6.2.4 Cross-Level Patterns and Discrepancies on Classifiers Use
6.3 Use of Classifiers with Different L1 Backgrounds
6.3.1 Use of Classifiers by the English Group
6.3.2 Use of Classifiers by the Lao Group
6.3.3 Between-Group Similarities and Differences
6.4 Misuse and Overuse of Chinese Classifiers
6.4.1 Misuse of Classifier Constructions
6.4.2 Misuse of Classifier-Noun Pairing
6.4.3 Overuse of the General Classifier ge
6.5 Chapter Summary
Chapter Seven Discussion
7.1 Introduction
7.2 Earlier Acquisition of the Numeral Construction
7.3 Failed Acquisition of the Adjective Insertion Construction
7.4 Interactive Effects of Chinese Proficiency and Classifier Type
7.5 Earlier Acquisition of zhi, zhang, and liang
7.6 Difficulties in Acquiring the Semantic Transparency of Classifiers
7.7 Overregularization of the General Classifier ge
7.8 Better Performance of Lao CSL Learners
7.9 Asymmetrical Nature of the Acquisition of Chinese Classifiers
7.9.1 Asymmetry in L2 Proficiency and the Acquisition of Chinese Classifiers
7.9.2 Asymmetry in Acquisition of Constructions and Semantic Constraints
7.9.3 Asymmetry in Use of ge and Use of Specific Classifiers
7.10 Toward a Model of L2 Acquisition of Chinese Classifiers
7.11 Chapter Summary
Chapter Eight Conclusion
8.1 Summary of the Study
8.2 Pedagogical Implications for CSL Instructions
8.2.1 Applying Classification of Classifiers Oriented to CSL Learners
8.2.2 Monitoring the Use of ge
8.2.3 Paying Close Attention to the Effect of L1 Background
8.2.4 Emphasizing the Teaching of Classifier-Noun Pairing of Classifiers
8.2.5 Recognizing the Significance of "Classifier Errors"
8.3 Limitations of the Study
8.4 Suggestions for Future Studies
8.5 Concluding Remarks
References
Appendix Ⅰ:Personal Information Questionnaire
Appendix Ⅱ:A Test of Chinese Grammar
Appendix Ⅲ:Acceptance Judgment Task
Appendix Ⅳ:The Description Task
Appendix Ⅴ:The Writing Task
Acknowledgements
Publications
學(xué)位論文評(píng)閱及答辯情況表
【參考文獻(xiàn)】：
期刊論文
[1]漢語(yǔ)作為第二語(yǔ)言/外語(yǔ)教學(xué)法研究四十年之拾穗[J]. 吳勇毅. 國(guó)際漢語(yǔ)教育(中英文). 2018(04)
[2]漢語(yǔ)作為第二語(yǔ)言的習(xí)得研究四十年[J]. 趙楊. 國(guó)際漢語(yǔ)教育(中英文). 2018(04)
[3]二語(yǔ)水平和量詞類型對(duì)漢語(yǔ)量詞結(jié)構(gòu)習(xí)得的影響[J]. 張廣勇,王俊菊. 現(xiàn)代外語(yǔ). 2019(01)
[4]英語(yǔ)母語(yǔ)者習(xí)得漢語(yǔ)有定性表達(dá)手段的研究[J]. 吳莊. 語(yǔ)言教學(xué)與研究. 2017(06)
[5]讀后續(xù)寫任務(wù)在漢語(yǔ)二語(yǔ)量詞學(xué)習(xí)中的效應(yīng)[J]. 洪煒,石薇. 現(xiàn)代外語(yǔ). 2016(06)
[6]漢語(yǔ)關(guān)系從句與指量詞的位序:二語(yǔ)產(chǎn)出視角[J]. 吳芙蕓,呂駿. 漢語(yǔ)學(xué)習(xí). 2016(04)
[7]“讀后續(xù)寫”練習(xí)對(duì)漢語(yǔ)名量詞促學(xué)促用效果研究[J]. 郝紅艷. 廣東外語(yǔ)外貿(mào)大學(xué)學(xué)報(bào). 2015(06)
[8]分類詞與量詞的區(qū)分——以臺(tái)灣地區(qū)華語(yǔ)為例[J]. 何萬(wàn)順,林昆翰. 漢語(yǔ)學(xué)報(bào). 2015(04)
[9]漢語(yǔ)教材的“國(guó)別化”問(wèn)題探討[J]. 李泉. 世界漢語(yǔ)教學(xué). 2015(04)
[10]英語(yǔ)母語(yǔ)學(xué)習(xí)者對(duì)漢語(yǔ)心理動(dòng)詞的習(xí)得研究[J]. 趙靜,王同順,葉李貝貝. 世界漢語(yǔ)教學(xué). 2015(04)
博士論文
[1]漢藏語(yǔ)數(shù)量名結(jié)構(gòu)語(yǔ)序研究[D]. 黃平.中央民族大學(xué) 2012
碩士論文
[1]英語(yǔ)背景留學(xué)生與泰語(yǔ)背景留學(xué)生漢語(yǔ)量詞習(xí)得偏誤比較及教學(xué)策略研究[D]. 張曼.華中師范大學(xué) 2016
[2]老撾學(xué)生漢語(yǔ)常用名量詞習(xí)得偏誤分析[D]. 蘇達(dá)琳（SUDALIN LIWLEE）.廣西民族大學(xué) 2013
[3]英美留學(xué)生漢語(yǔ)量詞習(xí)得偏誤分析[D]. 羅申偲.華中師范大學(xué) 2013
[4]泰國(guó)學(xué)生漢語(yǔ)量詞使用的偏誤分析[D]. 賀華.重慶師范大學(xué) 2013
[5]越南學(xué)生學(xué)習(xí)漢語(yǔ)名量詞的偏誤分析[D]. 阮文鼎.上海師范大學(xué) 2012
本文編號(hào)：3310979
【文章來(lái)源】：山東大學(xué)山東省 211工程院校 985工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：249 頁(yè)
【學(xué)位級(jí)別】：博士
【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose and Method of the Study
1.4 Significance of the Study
1.5 Organization of the Dissertation
Chapter Two Literature Review
2.1 Introduction
2.2 Classifiers in Chinese Language
2.2.1 Definitions of Chinese Classifiers
2.2.2 Classification of Chinese Classifiers
2.2.3 Working Definition of Classifiers in the Study
2.3 Properties of Chinese Classifiers
2.3.1 Syntactic Properties of Chinese Classifiers
2.3.2 Semantic Properties of Chinese Classifiers
2.3.3 Pragmatic Properties of Chinese Classifiers
2.4 Studies on L1 Acquisition of Chinese Classifiers
2.4.1 Studies on the Acquisition Order of Chinese Classifiers
2.4.2 Studies on the Acquisition of Different Types of Chinese Classifiers
2.5 Studies on L2 Acquisition of Chinese Classifiers
2.5.1 Studies on Classifier Errors
2.5.2 Studies on the Effect Factors for Acquisition of Chinese Classifiers
2.5.3 Studies on the Effect of Chinese Proficiency and LI Background
2.6 Classifiers in Lao and Quantifying Constructions in English
2.7 Research Gaps and Research Questions
2.8 Chapter Summary
Chapter Three Methodology
3.1 Introduction
3.2 Participants
3.3 Sources of Data
3.3.1 Judgment Task
3.3.2 Description Task
3.3.3 Writing Task
3.4 Data Collection
3.4.1 Selecting and Grouping Participants
3.4.2 Conducting the Pilot Study
3.4.3 Conducting the Main Study
3.5 Data Analysis
3.5.1 Coding and Scoring for Judgment Task
3.5.2 Coding and Scoring for Description Task
3.5.3 Coding and Scoring for Writing Task
3.5.4 Statistical Treatment of the Data
3.6 Chapter Summary
Chapter Four The Acquisition of Classifier Constructions
4.1 Introduction
4.2 Acquisition of Classifier Constructions at Different Proficiency Levels
4.2.1 Acquisition of Classifier Constructions at Low Level
4.2.2 Acquisition of Classifier Constructions at Intermediate Level
4.2.3 Acquisition of Classifier Constructions at High Level
4.2.4 Cross-Level Patterns and Discrepancies
4.3 Acquisition of Classifier Constructions with Different L1 Backgrounds
4.3.1 Acquisition of Classifier Constructions by the English Group
4.3.2 Acquisition of Classifier Constructions by the Lao Group
4.3.3 Between-Group Similarities and Differences
4.4 Effects of Classifier Type on the Acquisition of Classifier Constructions
4.5 Interaction of Classifier Constructions, Proficiency, and Classifier Type
4.6 Chapter Summary
Chapter Five The Acquisition of Semantic Constraints
5.1 Introduction
5.2 Acquisition of Semantic Constraints at Different Proficiency Levels
5.2.1 Acquisition of Semantic Constraints at Low Level
5.2.2 Acquisition of Semantic Constraints at Intermediate Level
5.2.3 Acquisition of Semantic Constraints at High Level
5.2.4 Cross-Level Patterns and Discrepancies
5.3 Acquisition of Semantic Constraints with Different L1 Backgrounds
5.3.1 Acquisition of Semantic Constraints by the English Group
5.3.2 Acquisition of Semantic Constraints by the Lao Group
5.3.3 Between-Group Similarities and Differences
5.4 Effect of Semantic Categories on the Acquisition of Semantic Constraints
5.5 Chapter Summary
Chapter Six The Integrative Use of Chinese Classifiers
6.1 Introduction
6.2 Use of Classifiers at Different Proficiency Levels
6.2.1 Use of Classifiers at Low Level
6.2.2 Use of Classifiers at Intermediate Level
6.2.3 Use of Classifiers at High Level
6.2.4 Cross-Level Patterns and Discrepancies on Classifiers Use
6.3 Use of Classifiers with Different L1 Backgrounds
6.3.1 Use of Classifiers by the English Group
6.3.2 Use of Classifiers by the Lao Group
6.3.3 Between-Group Similarities and Differences
6.4 Misuse and Overuse of Chinese Classifiers
6.4.1 Misuse of Classifier Constructions
6.4.2 Misuse of Classifier-Noun Pairing
6.4.3 Overuse of the General Classifier ge
6.5 Chapter Summary
Chapter Seven Discussion
7.1 Introduction
7.2 Earlier Acquisition of the Numeral Construction
7.3 Failed Acquisition of the Adjective Insertion Construction
7.4 Interactive Effects of Chinese Proficiency and Classifier Type
7.5 Earlier Acquisition of zhi, zhang, and liang
7.6 Difficulties in Acquiring the Semantic Transparency of Classifiers
7.7 Overregularization of the General Classifier ge
7.8 Better Performance of Lao CSL Learners
7.9 Asymmetrical Nature of the Acquisition of Chinese Classifiers
7.9.1 Asymmetry in L2 Proficiency and the Acquisition of Chinese Classifiers
7.9.2 Asymmetry in Acquisition of Constructions and Semantic Constraints
7.9.3 Asymmetry in Use of ge and Use of Specific Classifiers
7.10 Toward a Model of L2 Acquisition of Chinese Classifiers
7.11 Chapter Summary
Chapter Eight Conclusion
8.1 Summary of the Study
8.2 Pedagogical Implications for CSL Instructions
8.2.1 Applying Classification of Classifiers Oriented to CSL Learners
8.2.2 Monitoring the Use of ge
8.2.3 Paying Close Attention to the Effect of L1 Background
8.2.4 Emphasizing the Teaching of Classifier-Noun Pairing of Classifiers
8.2.5 Recognizing the Significance of "Classifier Errors"
8.3 Limitations of the Study
8.4 Suggestions for Future Studies
8.5 Concluding Remarks
References
Appendix Ⅰ:Personal Information Questionnaire
Appendix Ⅱ:A Test of Chinese Grammar
Appendix Ⅲ:Acceptance Judgment Task
Appendix Ⅳ:The Description Task
Appendix Ⅴ:The Writing Task
Acknowledgements
Publications
學(xué)位論文評(píng)閱及答辯情況表
【參考文獻(xiàn)】：
期刊論文
[1]漢語(yǔ)作為第二語(yǔ)言/外語(yǔ)教學(xué)法研究四十年之拾穗[J]. 吳勇毅. 國(guó)際漢語(yǔ)教育(中英文). 2018(04)
[2]漢語(yǔ)作為第二語(yǔ)言的習(xí)得研究四十年[J]. 趙楊. 國(guó)際漢語(yǔ)教育(中英文). 2018(04)
[3]二語(yǔ)水平和量詞類型對(duì)漢語(yǔ)量詞結(jié)構(gòu)習(xí)得的影響[J]. 張廣勇,王俊菊. 現(xiàn)代外語(yǔ). 2019(01)
[4]英語(yǔ)母語(yǔ)者習(xí)得漢語(yǔ)有定性表達(dá)手段的研究[J]. 吳莊. 語(yǔ)言教學(xué)與研究. 2017(06)
[5]讀后續(xù)寫任務(wù)在漢語(yǔ)二語(yǔ)量詞學(xué)習(xí)中的效應(yīng)[J]. 洪煒,石薇. 現(xiàn)代外語(yǔ). 2016(06)
[6]漢語(yǔ)關(guān)系從句與指量詞的位序:二語(yǔ)產(chǎn)出視角[J]. 吳芙蕓,呂駿. 漢語(yǔ)學(xué)習(xí). 2016(04)
[7]“讀后續(xù)寫”練習(xí)對(duì)漢語(yǔ)名量詞促學(xué)促用效果研究[J]. 郝紅艷. 廣東外語(yǔ)外貿(mào)大學(xué)學(xué)報(bào). 2015(06)
[8]分類詞與量詞的區(qū)分——以臺(tái)灣地區(qū)華語(yǔ)為例[J]. 何萬(wàn)順,林昆翰. 漢語(yǔ)學(xué)報(bào). 2015(04)
[9]漢語(yǔ)教材的“國(guó)別化”問(wèn)題探討[J]. 李泉. 世界漢語(yǔ)教學(xué). 2015(04)
[10]英語(yǔ)母語(yǔ)學(xué)習(xí)者對(duì)漢語(yǔ)心理動(dòng)詞的習(xí)得研究[J]. 趙靜,王同順,葉李貝貝. 世界漢語(yǔ)教學(xué). 2015(04)
博士論文
[1]漢藏語(yǔ)數(shù)量名結(jié)構(gòu)語(yǔ)序研究[D]. 黃平.中央民族大學(xué) 2012
碩士論文
[1]英語(yǔ)背景留學(xué)生與泰語(yǔ)背景留學(xué)生漢語(yǔ)量詞習(xí)得偏誤比較及教學(xué)策略研究[D]. 張曼.華中師范大學(xué) 2016
[2]老撾學(xué)生漢語(yǔ)常用名量詞習(xí)得偏誤分析[D]. 蘇達(dá)琳（SUDALIN LIWLEE）.廣西民族大學(xué) 2013
[3]英美留學(xué)生漢語(yǔ)量詞習(xí)得偏誤分析[D]. 羅申偲.華中師范大學(xué) 2013
[4]泰國(guó)學(xué)生漢語(yǔ)量詞使用的偏誤分析[D]. 賀華.重慶師范大學(xué) 2013
[5]越南學(xué)生學(xué)習(xí)漢語(yǔ)名量詞的偏誤分析[D]. 阮文鼎.上海師范大學(xué) 2012
本文編號(hào)：3310979
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