本文關(guān)鍵詞： 日本留學(xué)生 “是”字句 習(xí)得順序 習(xí)得等級(jí)　出處：《西南交通大學(xué)》2014年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：對(duì)外漢語(yǔ)教學(xué)中,“是”字句是日本留學(xué)生必須掌握的常用語(yǔ)法點(diǎn)之一,也是針對(duì)日本留學(xué)生漢語(yǔ)教學(xué)的難點(diǎn)之一。本文在前人研究的基礎(chǔ)上,以HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中日本留學(xué)生的“是”字句為研究語(yǔ)料,通過(guò)兩種習(xí)得順序的構(gòu)擬方法以及科學(xué)的統(tǒng)計(jì)學(xué)驗(yàn)證方法,重點(diǎn)考察日本留學(xué)生漢語(yǔ)“是”字句的習(xí)得順序。 全文共分三章。 第一章提出了選題的緣由以及理論依據(jù),介紹了國(guó)內(nèi)外學(xué)者關(guān)于“是”字句與習(xí)得順序的相關(guān)研究成果。同時(shí),本章確定了本文“是”字句的劃分依據(jù)和研究范圍,描述了本文的研究方法和研究步驟。 第二章介紹了基于中介語(yǔ)語(yǔ)料庫(kù)的“是”字句的習(xí)得順序的研究。本文從100萬(wàn)字的中介語(yǔ)語(yǔ)料庫(kù)中篩選出24495條有效語(yǔ)料,細(xì)分為八種下位句式,并分別采用“正確使用相對(duì)頻率法”和“正確使用率法”對(duì)“是”字句的習(xí)得順序進(jìn)行構(gòu)擬。同時(shí),采用卡方檢驗(yàn)和斯皮爾曼等級(jí)相關(guān)系數(shù)對(duì)本文的數(shù)據(jù)進(jìn)行檢驗(yàn),確保數(shù)據(jù)的有效性和科學(xué)性。從“使用率”和“正確率”出發(fā),得出日本留學(xué)生“是”字句的習(xí)得順序。最后,以語(yǔ)料的偏誤分析為基礎(chǔ)探討影響習(xí)得順序的因素。 第三章選取了四套典型的對(duì)外漢語(yǔ)教材,對(duì)其中“是”字句的編排順序和復(fù)現(xiàn)率做了統(tǒng)計(jì)和分析。在此基礎(chǔ)上,結(jié)合本文構(gòu)擬出的“是”字句的習(xí)得順序,對(duì)教材編排和教學(xué)提出建議：根據(jù)日本留學(xué)生各類(lèi)語(yǔ)法項(xiàng)目的自然習(xí)得順序,專(zhuān)門(mén)編輯一套針對(duì)日本留學(xué)生的對(duì)外漢語(yǔ)教材；編輯教材亦需考慮語(yǔ)法項(xiàng)目在教材中的復(fù)現(xiàn)率對(duì)日本留學(xué)生的習(xí)得順序的影響；編排對(duì)應(yīng)練習(xí)題削弱目的語(yǔ)負(fù)遷移帶來(lái)的不良影響；教師應(yīng)盡量根據(jù)客觀的習(xí)得順序來(lái)教授日本留學(xué)生的“是”字句；教師可適當(dāng)增加某句式的輸入量和輸入頻率以減輕其習(xí)得難度；教師應(yīng)注意學(xué)習(xí)者母語(yǔ)、目的語(yǔ)負(fù)遷移對(duì)習(xí)得的不良影響。
[Abstract]:In the teaching of Chinese as a foreign language, the word "is" is one of the common grammatical points that Japanese students must master, and is also one of the difficulties in the teaching of Chinese for Japanese students. Taking the "is" sentence of Japanese students in the HSK dynamic composition corpus as the research corpus, the two methods of structuring the acquisition sequence and the scientific statistical verification method are used. Focus on the Japanese students in the acquisition of Chinese "is" sentence acquisition order. The full text is divided into three chapters. The first chapter puts forward the reason and theoretical basis of the topic, introduces the domestic and foreign scholars on the word "is" and the acquisition order of the relevant research. At the same time. This chapter defines the division and scope of the "is" sentence, and describes the research methods and steps. The second chapter introduces the study of the acquisition order of "is" sentences based on interlanguage corpus. This paper selects 24495 valid data from the interlanguage corpus of 1 million words and subdivides them into eight subordinate sentence patterns. And "correct use of relative frequency method" and "correct utilization rate method" are used to construct the acquisition order of "is" sentence. At the same time. Using chi-square test and Spelman grade correlation coefficient to test the data in this paper, to ensure the validity and scientific nature of the data, starting from the "utilization rate" and "correct rate". Finally, based on the error analysis of the corpus, the factors affecting the acquisition order are discussed. The third chapter selects four sets of typical teaching materials for Chinese as a foreign language, and makes statistics and analysis on the arrangement order and repetition rate of the "is" sentence. On this basis, combined with the acquisition order of the "is" sentence proposed in this paper. Suggestions on the arrangement and teaching of teaching materials are put forward: according to the natural acquisition sequence of various grammar items for Japanese students, a set of textbooks for Japanese students to learn Chinese as a foreign language is specially edited; The influence of repetition rate of grammar items on the acquisition order of Japanese students should also be considered in editing textbooks. The arrangement of corresponding exercises weakens the negative transfer of the target language; Teachers should try their best to teach Japanese students the "yes" sentence according to the objective acquisition order; The teacher can increase the input quantity and input frequency of a sentence pattern to reduce its acquisition difficulty; Teachers should pay attention to the negative effects of target language negative transfer on acquisition.
【學(xué)位授予單位】：西南交通大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：H195

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