本文選題：對(duì)象格狀語(yǔ)　切入點(diǎn)：中外對(duì)比　出處：《南京大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：留學(xué)生漢語(yǔ)狀語(yǔ)的習(xí)得一直是第二語(yǔ)言習(xí)得研究的重難點(diǎn)。但是,現(xiàn)階段的漢語(yǔ)狀語(yǔ)研究大多以形式驅(qū)動(dòng)為主,探究不同句式和結(jié)構(gòu)對(duì)狀語(yǔ)習(xí)得的影響；從語(yǔ)義角度展開(kāi)的研究并不多見(jiàn)。本文基于語(yǔ)料庫(kù)中不同語(yǔ)義范疇狀語(yǔ)的習(xí)得情況的對(duì)比研究,選取了留學(xué)生較易出錯(cuò)的對(duì)象格狀語(yǔ)作為研究對(duì)象,對(duì)英韓不同母語(yǔ)者留學(xué)生漢語(yǔ)對(duì)象格狀語(yǔ)的習(xí)得情況進(jìn)行了考察。全文共分為三大部分：緒論、正文和結(jié)論。緒論部分闡述了本文的選題依據(jù),介紹了目前學(xué)界關(guān)于對(duì)象格狀語(yǔ)研究的概況,并以此為基礎(chǔ),對(duì)漢語(yǔ)中對(duì)象格狀語(yǔ)的概念和范圍進(jìn)行了界定。除此之外,這一部分還對(duì)本文涉及到的理論背景和研究方法進(jìn)行了說(shuō)明。正文部分則主要分為三章：第一章以格語(yǔ)法理論為指導(dǎo),按照對(duì)象格狀語(yǔ)內(nèi)部所表達(dá)的不同語(yǔ)言范疇,把漢語(yǔ)中的對(duì)象格狀語(yǔ)分為了“針對(duì)對(duì)象”、“關(guān)涉對(duì)象”、“協(xié)同對(duì)象”和“比較對(duì)象”四類。以這四類對(duì)象格狀語(yǔ)為框架,文章對(duì)漢英韓三種語(yǔ)言中的對(duì)象格狀語(yǔ)進(jìn)行了系統(tǒng)地研究。研究發(fā)現(xiàn)：(1)在構(gòu)成成分上,漢英大致相同,都為“介詞+對(duì)象成分”；而韓語(yǔ)則與之不同,為“助詞+對(duì)象成分”。(2)在所處位置上,漢韓在對(duì)象格狀語(yǔ)外部,即對(duì)象格狀語(yǔ)整體在句中位置的優(yōu)勢(shì)序列上相同,為“句中句首句末”,英語(yǔ)則為“句末句首句中”；漢英在對(duì)象格狀語(yǔ)內(nèi)部,即對(duì)象格格標(biāo)與對(duì)象成分的結(jié)合順序上相同,為“格標(biāo)+對(duì)象”,韓語(yǔ)與之相反,為“對(duì)象+格標(biāo)”。(3)在對(duì)象格狀語(yǔ)常用格標(biāo)的數(shù)量上,漢語(yǔ)共有25個(gè)對(duì)象格常用格標(biāo),英語(yǔ)為23個(gè),韓語(yǔ)則只有16個(gè)。第二章在全面對(duì)比漢英韓三種語(yǔ)言中的對(duì)象格狀語(yǔ)異同的基礎(chǔ)上,以�？寺摹皹�(biāo)記度差異假說(shuō)”和普拉克特的“難度等級(jí)模式”為指導(dǎo),對(duì)英韓母語(yǔ)者留學(xué)生習(xí)得漢語(yǔ)四類對(duì)象格狀語(yǔ)時(shí)可能存在的不同發(fā)展序列進(jìn)行了預(yù)測(cè)。其中,英語(yǔ)母語(yǔ)留學(xué)生在習(xí)得漢語(yǔ)對(duì)象格狀語(yǔ)時(shí)可能存在這樣的發(fā)展序列：比較對(duì)象協(xié)同對(duì)象表達(dá)對(duì)象關(guān)涉對(duì)象；而韓語(yǔ)母語(yǔ)留學(xué)生則可能存在下列的發(fā)展序列：表達(dá)對(duì)象=協(xié)同對(duì)象關(guān)涉對(duì)象比較對(duì)象。本章還在難度預(yù)測(cè)的基礎(chǔ)上,完成了相關(guān)調(diào)查問(wèn)卷的設(shè)計(jì),同時(shí)對(duì)本次調(diào)查問(wèn)卷的對(duì)象、設(shè)計(jì)原則和具體內(nèi)容等進(jìn)行了簡(jiǎn)單的介紹。第三章為調(diào)查結(jié)果的分析和總結(jié)。這一部分首先從母語(yǔ)、性別和漢語(yǔ)水平三個(gè)維度對(duì)影響留學(xué)生習(xí)得漢語(yǔ)對(duì)象格狀語(yǔ)的因素進(jìn)行了組別間的對(duì)比考察,調(diào)查發(fā)現(xiàn)：(1)母語(yǔ)對(duì)留學(xué)生四類對(duì)象格狀語(yǔ)的整體習(xí)得無(wú)顯著影響,但與四類對(duì)象格狀語(yǔ)內(nèi)部的習(xí)得發(fā)展序列有一定的相關(guān)性。(2)性別對(duì)留學(xué)生對(duì)象格狀語(yǔ)的習(xí)得影響不大。(3)漢語(yǔ)水平是影響留學(xué)生對(duì)象格狀語(yǔ)習(xí)得情況的重要因素。在此基礎(chǔ)上,文章還對(duì)二語(yǔ)學(xué)習(xí)者在語(yǔ)言測(cè)試中出現(xiàn)的偏誤情況進(jìn)行了統(tǒng)計(jì),統(tǒng)計(jì)表明：(1)不同母語(yǔ)學(xué)習(xí)者在習(xí)得漢語(yǔ)對(duì)象格狀語(yǔ)時(shí)都會(huì)不同程度地受到漢語(yǔ)其他句式的影響。(2)總體來(lái)看,英語(yǔ)母語(yǔ)者較韓語(yǔ)母語(yǔ)者在習(xí)得漢語(yǔ)對(duì)象格狀語(yǔ)時(shí)更易受母語(yǔ)影響。結(jié)論部分可以分為三個(gè)方面：結(jié)論、余論及相關(guān)教學(xué)建議。結(jié)論對(duì)本文的主要研究結(jié)果進(jìn)行了概括,余論部分介紹了本文的創(chuàng)新點(diǎn)和不足之處,最后筆者根據(jù)本文的相關(guān)研究成果提出了一些針對(duì)性的教學(xué)建議。
[Abstract]:Students of Chinese adverbial acquisition has been a difficulty in second language acquisition studies. However, most of the current study of Chinese Adverbial in the form of drive, explore the impact of different patterns and structure of acquisition; research from the angle of semantics is rare. The comparative study of the acquisition of the category of adverbial's semantic corpus based on the selected students are more prone to adverbial object lattice as the research object, on the acquisition of English and Korean speakers of different Chinese adverbial object lattice were investigated. The full text is divided into three parts: introduction, text and conclusion. This topic on the basis of introduction, introduces the general situation of the current academic study on adverbial object lattice, and on this basis, the concept and scope of Chinese adverbial object lattice are defined. In addition, this part of the paper related to The theoretical background and research methods are described. The main part is divided into three chapters: the first chapter on the theory of case grammar as a guide, in accordance with the different category of language expression within the adverbial object lattice, Chinese adverbial object lattice divided into "target", "related to", "collaborative object" and the "object" four kinds. The four kinds of adverbial object lattice framework, this paper makes a systematic study of Chinese Han in the three languages. The study found: adverbial object lattice (1) in the composition, Chinese and English are roughly the same, "like component" preposition +; but in the Korean language in contrast, as the "auxiliary + component". (2) in the position, in the Chinese and Korean adverbial object lattice external, namely dominant sequence object lattice adverbial in the sentence position on the whole the same, "the sentence sentence at the end of the sentence", English is "at the end of the sentence sentence sentence" Chinese and English; In the internal object lattice adverbial, object and object component case mark with the order on the same, "gebiao + object", in contrast to Korean, "object + gebiao". (3) in the number of objects on the common lattice adverbial case marking, a total of 25 Chinese common object lattice gebiao 23, English, Korean is only 16. The second chapter in the comprehensive contrast of South Korea in three languages, the differences between the adverbial object lattice, to mark Ekman's "hypothesis of differences" and "s" difficulty level mode "as the guide, different development sequence may exist for native speakers of English and Korean students the acquisition of Chinese four class object lattice adverbial is predicted. Among them, English speaking students may exist in the development of such a sequence in the acquisition of Chinese adverbial object lattice: object collaborative object expression object concerned with the object; and Korean speaking students will be there The development of the following sequence: objects = collaborative object object object. Concerning this chapter is also the difficulty of prediction based on designed questionnaire, and the questionnaire object, design principle and concrete contents are briefly introduced. The third chapter is the analysis and summary of the survey results. Part of the first from the mother tongue, were investigated, compared among groups found that the three dimensions of gender factors and Chinese level of foreign students acquisition of Chinese adverbial object lattice: (1) no significant influence the whole acquisition of four kinds of adverbial object lattice of students, but the acquisition of development sequence and internal four objects lattice adverbials have some relevance. (2) sex has little influence on the acquisition of adverbial object lattice students. (3) Chinese level is an important factor affecting the acquisition of object lattice students. On this basis, this paper Show statistics, chapter two language learners in the language test error statistics: (1) different language learners will be affected by other Chinese sentences in the acquisition of Chinese adverbial object lattice. (2) overall, English speakers than Korean speakers more susceptible to the influence of mother tongue in the acquisition of Chinese adverbial object lattice. Conclusion part can be divided into three aspects: the conclusion and relevant teaching suggestions. The main conclusions of this study results are summarized, the part introduces the innovation and shortcomings of this paper, the author according to the research results of the paper put forward some specific teaching suggestions.

【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】：2014
【分類號(hào)】：H195

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